Year 10 Controlled assessment Requisition B1 September 2014 Please inform the lab technician of the...
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Transcript of Year 10 Controlled assessment Requisition B1 September 2014 Please inform the lab technician of the...
Year 10 Controlled assessment Requisition
B1 September 2014
Year 10 Controlled assessment Requisition
B1 September 2014
Please inform the lab technician of the number of groups that will be conducting the experiment at least one week in advance
Suggestions
• Students work in groups of two or three –group conducts experiment
•Collate results so each group ends up with a full set of results
• Students input results into a spreadsheet displayed on the IWB
Hand outcopy of
CAU studentBooklet
CENTRE NAME : St Johns Catholic Comprehensive School
UNIT TITLE : leave blank Unit Code: leave blank
Hand outcopy of
CAU studentBooklet
CENTRE NAME : St Johns Catholic Comprehensive School
UNIT TITLE : leave blank Unit Code: leave blank
Remind Students that this 25%
of their final GCSE Grade
Higher the better
Remind Students that this 25%
of their final GCSE Grade
Higher the better
Students must write in black
ink
Students must write in black
ink
Science at HFS
Controlled Assessment
PART A PLANNING /18
PART B OBSERVATIONS /6
PART C CONCLUSIONS /24
Total Marks /48
25% Science CAU’s
Student briefStudent brief
This controlled assessment is about variation.
Leaves from different plant species vary in size. Leaves from the same plant species also vary in size and show continuous variation.
You are going to test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves.
Plan an investigation to test this hypothesis.
You will be given the following resources:access to a suitable plant,equipment to measure leaves
This controlled assessment is about variation.
Leaves from different plant species vary in size. Leaves from the same plant species also vary in size and show continuous variation.
You are going to test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves.
Plan an investigation to test this hypothesis.
You will be given the following resources:access to a suitable plant,equipment to measure leaves
Science at HFS
Controlled Assessment
PART A
PLANNING
/20
Make a note ofthe independent
and dependent variable
in yourexercise book
Make a note ofthe independent
and dependent variable
in yourexercise book
In your exercise book write the heading:
Equipment
In your exercise book write the heading:
Equipment
Science at HFS
Controlled Assessment
List of Equipment
Reason for choosing that equipment
EQUIPMENT
/4
Mark scheme Mark scheme
Science at HFS
Equipment /2
List of Equipment
Element Marks Criteria
Equipment
0 marks Gives no relevant detail
1-2 marks a)Chooses most of the relevant equipment
b)Explains why the equipment has been chosen
Science at HFS
Equipment
Task: Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves.
In your group look at the equipment and decide why you need each piece to
test the hypothesis. Be ready to feed back to the rest of the class
Science at HFS
Equipment
Task: Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves.
Class discussion on the equipment –
you may make notesin your exercise book
Goggles
Lower leaves
Middle leaves
Ruler 30cm
Top Leaves
Equipment (Key ones given below)
Equipment Explanation to why the equipment has been choosen
Science at St Johns
Now copyup your equipment
list and reasonsinto your CAU booklet
Now copyup your equipment
list and reasonsinto your CAU booklet
Science at St Johns
Controlled Assessment
List of control variables
How will you control these variables?
CONTROLS
/6
Mark scheme Mark scheme
Science at HFS
Controls /6Element
Marks Criteria
Controls 0 marks Gives no relevant controls
1-2 marks a) Identifies one appropriate variable to control.
b)Describes how this variable can be controlled.
3-4 marks a) Identifies some relevant variables to control.
b)Gives an appropriate description of how to control these variables.
5-6 marks a) Identifies a range of variables appropriate to control.
b)Gives an appropriate explanation of how to control these variables and why they must be controlled.
Science at HFS
Controls
Task: Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves.
What are the variables you need to control to make the investigation valid?
How will you control each variable?Why will you control each variable?
Class discussion – you may make notes
on the draft table in your exercise book
ControlsControl variable How the control variable
will be kept the same
Now copyup your control notes
into your CAU booklet –use your own words
Now copyup your control notes
into your CAU booklet –use your own words
ControlsControl variable
How it will be controlled
Why it will be controlled
Science at St Johns
Controlled Assessment
RISKS
/4
Identify the risks
How will you manage these risks?
Mark scheme Mark scheme
Science at St Johns
Risks /4
List of Equipment
Element Marks Criteria
Risks 0 marks Gives no relevant detail
1-2 marks a) Identifies one relevant risk which is specific to the task.
b)Suggests measures to manage the risk.
3-4 marks a) Identifies most of the relevant risks which are specific to the task.
b)Suggest how these risks are managed.
Science at HFS
Risks
Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves.
What are the risks and how will you manage them?
Class discussion – you may make notes
in your exercise book
Risks
Risk How to manage the risk
Science at St Johns
Now copyup your risk notes
into your CAU booklet –use your own words
Now copyup your risk notes
into your CAU booklet –use your own words
RisksRisk How to manage the risk
Science at St Johns
Science at St Johns
Controlled Assessment
OVERALL PLAN
/4
The plan must be clear enough for a year 7 student to follow without having to ask for help
Science at HFS
Plan /4
List of Equipment
Element Marks Criteria
Overall plan
0 marks Gives no relevant method
1-2 marks a)Method is logically ordered to produce results.
b)Chooses a range of data/observations that would test the hypothesis. E.g. at least two sucrose concentrations
3-4 marks a)Method is logically ordered to produce results and includes an explanation of why measuring the volume of gas produced will test the hypothesis over a range of readings.
b)Chooses a suitable range of sucrose concentrations and explains why this range was chosen.
Overall plan1. In your exercise book write the answers to these questions
in full sentences.
You may discuss this with your partner.
1. State the independent variable (the one you will change)?
2. State the range of your independent variable?
3. Explain why you have chosen this range. (think why are they increasing in uniform steps? What does it allow you plot? What can you use this to show?
4. State the dependent variable? (the one you measure when you change the independent variable)
5. How does recording the dependent variable help you to test the hypothesis
6. Now describe clearly how you will carry out the investigation (it must be clear enough for a year 7 student to follow). Use the future tense
7. State your control variables
8. Explain what you will repeat and why, what do you do if you see anomolous results during the experiment?
Science at HFS
Overall plan
Task: Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves
Class discussion – check your plan to ensure you have included all
the facts
Mark scheme Mark scheme
Science at HFS
Plan /4
List of Equipment
Element Marks Criteria
Overall plan
0 marks Gives no relevant method
1-2 marks a)Method is logically ordered to produce results.
b)Chooses a range of data/observations that would test the hypothesis. E.g. at least two sucrose concentrations
3-4 marks a)Method is logically ordered to produce results and includes an explanation of why measuring the volume of gas produced will test the hypothesis over a range of readings.
b)Chooses a suitable range of sucrose concentrations and explains why this range was chosen.
Now copyup your overall plan
into your CAU booklet –use your own words
Now copyup your overall plan
into your CAU booklet –use your own words
Science at St Johns
Controlled Assessment
PART B
OBSERVATIONS
/6
PRIMARY EVIDENCE AND RECORDING /4
SECONDARY EVIDENCE /2
Science at St Johns
Controlled Assessment
PRIMARY EVIDENCE AND RECORDING
/4
Results recorded in a table
Clear headings in table
Headings include units
Repeat readings recorded
Average (mean) calculated
Make sure all your results are recorded to the same number of decimal points
Independent variable in first
column
Science at St Johns
Controlled Assessment
Concentration of sucrose
solution (%)
Volume of carbon dioxide collected (cm3)
1 2 3 Average
20 0 1 2
30 5 3 3
40 0 0 7 750 10 11 10
60 23 20 22
Units only in headings
Numbers ordered – ascending
order
Average column
Anomalous
Science at HFS
Part B: Observations
Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves
On your own:draw your results
table into your exercise book (rough copy)
Science at HFS
Part B : Observations
Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves
In pairs now carry out the investigation
and record your resultsin your rough table
How to deal with anomalous results
Concentration of mouthwash (%)
Diameter of clear area around mouthwash disc (mm)
1 2 3 Average
0 1 1 1 1
20 2 4 3 3
40 4 6 5 5
60 10 2 12 11Identify it in your results table.Leave it out of your calculations and explain why you have done this If you notice an anomaly once you have drawn a graph make sure you do not include it when drawing your line of best fit.
Mark scheme Mark scheme
Primary evidence and recording 0 marks Collects no primary evidence
1 mark Records some data/observation that are appropriate to the task
2 marks Collects a suitable range of data andrecords some appropriately.
3 marks Collects a suitable range of data and records all appropriately in a table with headings including units for measurements.
4 marks Collects a suitable range of data and records all appropriately and records
repeat data.
Part a - Observations
Now copyup your table neatly on
a new sheet of paper and staple it
into your CAU booklet
Now copyup your table neatly on
a new sheet of paper and staple it
into your CAU booklet
Science at HFS
Controlled AssessmentSECONDARY EVIDENCE
/2 Secondary data must be collected from the internet or text books. This can include data relating directly to this investigation or relevant information about how the position of the leaves affects their length ans width
It needs to relate directly to the hypothesis
Record in your exercise book where you found your secondary evidence and print off the relevant pages.
Explain why you have chosen this secondary evidence. How does it help to prove your hypothesis? Is it a similar task to the one you carried out?
Explain if you can trust your secondary evidence. Is the evidence credible? e.g. is there any bias in it, can you trust the website? Are there repeats? Has it been peer reviewed?
Task: Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves
How to find secondary evidence
• Type the keywords into a search engine such as google.
• Browse through the sites that come up to see if any relate to your hypothesis.
• Write down the web address and print the relevant pages.
• Make notes on the quality/credibility of the source and why you decided to use the source (is it reliable because it is from a peer reviewed source or a text book, is it the same type of experiment)
Mark SchemeMark Scheme
Secondary evidence0 marks Collects no secondary evidence
1 mark Collects and records secondary evidence relevant to the hypothesis in a way appropriate for the topic
2 marks Collects and records secondary evidence relevant to the hypothesis in a way appropriate for the topic. Comments on the credibility of the sources of secondary evidence.
Part b - Observations
Now copy up your secondary evidence notes into
your CAU booklet –staple the printout
to the back of the CAU booklet
Now copy up your secondary evidence notes into
your CAU booklet –staple the printout
to the back of the CAU booklet
Science at St Johns
Controlled AssessmentPART C
CONCLUSIONS
/24Processing evidence /4
Quality of evidence /4
Conclusions based on evidence /6
Evaluation of conclusion /4
Evaluation of method /6
Part C must be completedunder exam conditions.
You must complete the graphin silence
Part C must be completedunder exam conditions.
You must complete the graphin silence
DiscussionDiscussion •Take notes•Use notes to draft your conclusions•Check against the mark scheme •Learn your conclusions ready to write them up
DiscussionDiscussion •Take notes•Use notes to draft your conclusions•Check against the mark scheme •Learn your conclusions ready to write them up
Science at St Johns
Controlled Assessment
PR0CESSING EVIDENCE /4
How will you know if you need to draw a bar chart or a line graph?
Science at St Johns
Controlled Assessment
PR0CESSING EVIDENCE /4
Used for continuous variables - ones which can have any numerical value.
Used for categoric, - ones whose values which are described by labels.
LINE GRAPH BAR CHART
Mark SchemeMark Scheme
PR0CESSING EVIDENCE /4
Look at your CAU booklet and answer the question
‘state how you will presentthe results you have collected’
Look at your CAU booklet and answer the question
‘state how you will presentthe results you have collected’
Science at St Johns
Controlled AssessmentPR0CESSING EVIDENCE /4
Draw a graph of your results (you should now know if it is a line graph or a bar chart you should use)
The independent variable always goes on the X axis
The dependent variable on the Y axis
Have you used a suitable scale?
Does your scale go up in regular amounts on the X and Y axis?
Have you labelled your axes?
Have you included units on your axes?
Have you drawn a line/curve of best fit for a line graph
Have you written a title for your graph?
Part C must be completedunder exam conditions.
You must complete the graphin silence.
Your teacher will monitor yourwork and give you some
support in drawingyour graph
Part C must be completedunder exam conditions.
You must complete the graphin silence.
Your teacher will monitor yourwork and give you some
support in drawingyour graph
Science at St Johns
Controlled AssessmentPART C
CONCLUSIONS
/24Processing evidence /4
Quality of evidence /4
Conclusions based on evidence /6
Evaluation of conclusion /4
Evaluation of method /6
You can make notes in class.You will then be given time to
learn these notes at home. You must then write theseup into your CAU booklet
in silence under exam conditions
You can make notes in class.You will then be given time to
learn these notes at home. You must then write theseup into your CAU booklet
in silence under exam conditions
Look at your CAU booklet forthe questions you will have
to answer
Look at your CAU booklet forthe questions you will have
to answer
Science at HFS
Quality of evidence
Task: Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves
In your exercise book write the main heading:
Quality of evidence
Then write the heading below:
State how you identified and dealt with anomalies from your primary and secondary evidence
Science at HFS
Quality of evidence
Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves
Discuss the answers to the questions
on the next slidewith your partner and write
your answers in your exercise book
Controlled AssessmentQUALITY OF EVIDENCE /4
Did you have any anomalous results in your primary evidence? What did you do about the anomalous results? Indicate any anomalous results on your table or graph Explain why you have excluded these results (do not follow the pattern) Were your repeat readings similar (concordant)? What does this tell you about the quality of your primary evidence?
If you didn’t have any anomalous results, you need to state this.
Were there any anomalous results in your secondary evidence?If you did not find any, you need to state this.
State how you identified and dealt with anomalies from your primary and secondary evidence
Science at HFS
Quality of evidence
Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves
Class discussion – listen and correct
your work
Mark SchemeMark Scheme
QUALITY OF EVIDENCE /4
Science at St Johns
Controlled AssessmentPART C
CONCLUSIONS
/24Processing evidence /4
Quality of evidence /4
Conclusions based on evidence /6
Evaluation of conclusion /4
Evaluation of method /6
Science at HFS
Conclusions based on evidence
Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves.
In your exercise book write the main heading:
Conclusions based on evidence
Then write the heading below:Use scientific ideas to explain the conclusions you can draw from all your collected evidence
Science at HFS
Conclusions based on evidence
Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves
Discuss the answers to the questions
on the next slidewith your partner and write
your answers in your exercise book
Science at St Johns
CONCLUSIONS BASED ON EVIDENCE /6
1) What is your conclusion?
2) Uses scientific ideas to explain your conclusion
3) Use primary and secondary evidence to support your conclusion (your table/ graph/ secondary evidence- how do they support your conclusion)
4) Explain your conclusion/ evidence using scientific ideas
Use scientific ideas to explain the conclusions you can draw from all your collected evidence.
Use scientific ideas to explain the conclusions you can draw from all your collected evidence.
Science at HFS
Conclusion based on evidence
Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves
Class discussion – listen and correct
your work
Science at HFS
Conclusions based on evidence
Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves
Then write the heading below:Use your conclusion to explain if the hypothesis is correct.
Science at HFS
Conclusions based on evidence
Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves
Discuss the answer to the question
on the next slidewith your partner and write
your answer in your exercise book
CONCLUSIONS BASED ON EVIDENCE /6
Use your conclusion to explain if the hypothesis is correct.
Use your conclusion to explain if the hypothesis is correct.
Look at the hypothesis again is your hypothesis supported?
Look at the hypothesis again is your hypothesis supported?
Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves
Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves
Science at HFS
Conclusion based on evidence
Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves
Class discussion – listen and correct
your work
Mark SchemeMark Scheme
CONCLUSIONS BASED ON EVIDENCE /6
Science at St Johns
Controlled AssessmentPART C
CONCLUSIONS
/24Processing evidence /4
Quality of evidence /4
Conclusions based on evidence /6
Evaluation of conclusion /4
Evaluation of method /6
Science at HFS
Evaluation of conclusion
Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves
In your exercise book write the main heading:
Evaluation of conclusion
Then write the heading below:
State how well your evidence supports your conclusion
Science at HFS
Evaluation of conclusion
Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves
Discuss the answers to the questions
on the next slidewith your partner and write
your answers in your exercise book
Science at St Johns
EVALUATION OF CONCLUSION /4
Does your primary and secondary lead to the same conclusion or do they contradict each other?
State how well your evidence supports your conclusion
Science at HFS
Evaluation of conclusion
Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves
Class discussion – listen and correct
your work
Science at HFS
Evaluation of conclusion
Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves
The write the heading below:
Suggest what additional evidence could have been collected to provide stronger support for your conclusion
Science at HFS
Evaluation of conclusion
Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves
Discuss the answer to the question
on the next slidewith your partner and write
your answer in your exercise book
Science at St Johns
EVALUATION OF CONCLUSION /4
Suggest what additional evidence could have been collected to provide stronger support for your conclusion
Are there any further investigations you could do to collect more evidence to support your hypothesis?
Are there any further investigations you could do to collect more evidence to support your hypothesis?
Science at HFS
Evaluation of conclusion
Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves.
Class discussion – listen and correct
your work
Mark SchemeMark Scheme
EVALUATION OF CONCLUSION /4
Science at St Johns
Controlled AssessmentPART C
CONCLUSIONS
/24Processing evidence /4
Quality of evidence /4
Conclusions based on evidence /6
Evaluation of conclusion /4
Evaluation of method /6
Science at HFS
Evaluation of method
Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves
In your exercise book write the main heading:
Evaluation of method
Then write the heading below:
Describe the strengths and weaknesses in your method
Science at HFS
Evaluation of conclusion
Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves
Discuss the answers to the questions
on the next slidewith your partner and write
your answers in your exercise book
EVALUATION OF METHOD /6
what were the strengths in your method Why are these strengths? How did they help you test the hypothesis?
what were the weaknesses in your method? How have these these have led any anomalous results?How improve the method How have the weaknesses affected your ability to test the hypothesis
Describe the strengths and weaknesses in your method
Science at HFS
Evaluation of method
Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves
Class discussion – listen and correct
your work
Science at HFS
Evaluation of method
Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves
Then write the heading below:
Explain how you would modify your method to improve the quality of your primary evidence
Science at HFS
Evaluation of conclusion
Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves
Discuss the answers to the questions
on the next slidewith your partner and write
your answers in your exercise book
Science at HFS
Evaluation of methodExplain how you would modify your method to improve the quality of your primary and secondary evidenceHow could you improve these weaknesses?
How would this impact on the testing of the hypothesis?
What equipment might be a more accurate?
Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves
Strength/ weakness How was the evidence affected?
Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves
Modification to method why it would lead to better quality evidence being collected to test the hypothesis
Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves
Identify strength or weakness
Explain why this is a strength or weakness
If the method needs improving explain how and why
If you would make an improvement explain why it would lead to better quality evidence being collected to test the hypothesis
Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves
Science at HFS
Evaluation of method
Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves
Class discussion – listen and correct
your work
Mark SchemeMark Scheme
3–4 marks
a) Describes strengths and / or weaknesses in the method, b) Makes suggestions about how the method could be improved – ideally linked to the comments made in (a). Gives reasons why these improvements are needed,
5-6 marks
a)Describes strengths and weaknesses in the method and relates them to the hypothesis. Comments on how the quality of data has been influenced by these points,
b) Makes suggestions about how the method could be improved. Gives reasons why any improvements are needed and explains clearly how better quality evidence would be collected to test the hypothesis,
Learn the answers to allthese questions in the conclusion
section.You will get your CAU bookletback to write the answers in.
This will be done inexam conditions
Learn the answers to allthese questions in the conclusion
section.You will get your CAU bookletback to write the answers in.
This will be done inexam conditions