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