Exam Skills – Method Writing 05 August 2019 Exam Skills – Method Writing Learning outcomes I will be able to: State simply how to carry out an experiment Describe how to do an experiment fully, including all apparatus Suggest how to improve the validity of an experiment Numeracy Objective Ensure graphs and tables have titles and units. REMEMBER: units are put into brackets. Literacy Objective Correct tense and verb agreement. You must use the correct version of the verb to match the tense. E.g. I see / I saw. I do / I did. Main errors are: We was..... Correct to: We were..... Presentation reminders Underline titles and dates. Include full date annotation. Use a pencil and ruler where appropriate for diagrams and tables. BfL reminders Reminder about phones/headphones given at start of lesson. If phones out after, the teacher will confiscate until the end of the lesson. Maintain a calm, learning environment. No eating, drinking or shouting out.

Don’t forget to mention doing repeat readings as well Method Writing If someone can reasonably still ask how after they have read your method then you’ve not finished. You must mention the apparatus being used. Measure the distance… …with a ruler Filter the mixture… …by pouring it through the filter paper in the funnel into a conical flask Don’t forget to mention doing repeat readings as well

Method Writing If you’re going to say HOW, you need to know your apparatus. Name all the apparatus and suggest a use. The keep going naming any apparatus you might need and what it’s for.

Method Writing If you’re going to say HOW, you need to know your equipment

Also describe how you would make it a fair test Method Writing They often ask… Also describe how you would make it a fair test You need to describe what you will control (keep the same) DO NOT say “To keep it fair I will do repeat readings”. If you repeat this, it’s still not fair. Repeating makes results more accurate, it DOES NOT make it fair.

Method Writing You need to be able to describe how to do all of the required practicals Microscopy Use a light microscope to observe, draw and label a selection of plant and animal cells. A magnification scale must be included. Osmosis Investigate the effect of a range of concentrations of salt or sugar solutions on the mass of plant tissue. Enzymes Investigate the effect of pH on the rate of reaction of amylase enzyme. Students should use a continuous sampling technique to determine the time taken to completely digest a starch solution at a range of pH values. Iodine reagent is to be used to test for starch every 30 seconds. Temperature must be controlled by use of a water bath or electric heater. Food Tests Use qualitative reagents to test for a range of carbohydrates, lipids and proteins. To include: Benedict’s test for sugars; iodine test for starch; and Biuret reagent for protein. Photosynthesis Investigate the effect of light intensity on the rate of photosynthesis using an aquatic organism such as pondweed.

Method Writing You need to be able to describe how to do all of the required practicals Electrolysis Investigate what happens when aqueous solutions are electrolysed using inert electrodes. This should be an investigation involving developing a hypothesis. Temperature changes Investigate the variables that affect temperature changes in reacting solutions, eg acid plus metals, acid plus carbonates, neutralisations, displacement of metals. Rates of reaction Investigate how changes in concentration affect the rates of reactions by a method involving measuring the volume of a gas produced and a method involving a change in colour or turbidity.

Method Writing You need to be able to describe how to do all of the required practicals Resistance Use circuit diagrams to set up and check appropriate circuits to investigate the factors affecting the resistance of an electrical circuit. This should include: the length of a wire (at constant temperature); combinations of resistors in series and parallel. I-V characteristics Use circuit diagrams to construct appropriate circuits to investigate the I-V characteristics of a variety of circuit elements including a filament lamp, a diode and a resistor at constant temperature. Density Use appropriate apparatus to make and record the measurements needed to determine the densities of regular and irregular solid objects and liquids. Volume should be determined from the dimensions of regularly shaped objects and by a displacement technique for irregularly shaped objects. Dimensions to be measured using appropriate apparatus such as a ruler, micrometre or Vernier callipers. Force and Extension Investigate the relationship between force and extension for a spring. Acceleration Investigate the effect of varying the force on the acceleration of an object of constant mass and the effect of varying the mass of an object on the acceleration produced by a constant force. Waves Make observations to identify the suitability of apparatus to measure the frequency, wavelength and speed of waves in a ripple tank and waves in a solid and take appropriate measurements. Radiation and absorption Investigate how the amount of infrared radiation absorbed or radiated by a surface depends on the nature of that surface.

Graphing / Calculation notes Practical: ______________________________ WHY IS IT IMPORTANT? WHAT DOES IT PROVE? Diagram Method Graphing / Calculation notes Method must include scientific methods to improve reliability / accuracy etc…

Method Writing 1

Method Writing – Mark Scheme 1 Level 3 (5–6 marks): A coherent method is described with relevant detail, which demonstrates a broad understanding of the relevant scientific techniques and procedures. The steps in the method are logically ordered with the dependent and control variables correctly identified. The method would lead to the production of valid results. Level 2 (3–4 marks): The bulk of a method is described with mostly relevant detail, which demonstrates a reasonable understanding of the relevant scientific techniques and procedures. The method may not be in a completely logical sequence and may be missing some detail. Level 1 (1–2 marks): Simple statements are made which demonstrate some understanding of some of the relevant scientific techniques and procedures. The response may lack a logical structure and would not lead to the production of valid results. 0 marks: No relevant content Indicative content •        remove bung and add magnesium •        start stopclock / timer •        measure volume of gas at fixed time intervals •        repeat with different concentrations of acid •        control volume of acid •        control initial temperature of acid •        control amount / mass / length / particle size of magnesium 6

Method Writing 2

Method Writing – Mark Scheme 2  Level 3 (5–6 marks): A full, detailed and coherent plan covering all the major steps is provided, which outlines what needs to be measured to calculate specific heat capacity. The steps are set out in a logical manner that could be followed by another person to calculate the specific heat capacity. Level 2 (3–4 marks): The substantive content of a plan is present but may be missing some steps. The plan may not be in a completely logical sequence but leads towards the calculation of the specific heat capacity. Level 1 (1–2 marks): Simple statements relating to relevant apparatus or steps are made but they may not be in a logical order. The plan would not allow another person to calculate specific heat capacity. 0 marks: No relevant content. Indicative content •        measure the mass of metal •        correct use of balance •        description of how work is done or energy transferred to metal eg electrical work, mechanical work (eg dropping lead shot) •        how energy transfer or work done is measured eg electrical using joulemeter, mechanical decrease in potential energy store of falling lead shot •        equate work done / energy transferred = increase in thermal energy store of the metal •        calculate specific heat capacity 6

Method Writing 3

Method Writing – Mark Scheme 3 Level 3 (5–6 marks): A full, detailed and coherent plan covering all the major steps is provided, which outlines the apparatus required and sets out the steps needed in a logical manner that could be followed by another person to produce a pure, dry sample of copper nitrate. Level 2 (3–4 marks): The substantive content of a plan is present but may be missing some steps. The plan may not be in a completely logical sequence but leads towards the production of a pure, dry sample of copper nitrate. Level 1 (1–2 marks): Simple statements relating to relevant apparatus or steps are made but they may not be in a logical order. The plan would not allow another person to produce the sample. 0 marks: No relevant content Indicative content •        pour a suitable volume of nitric acid into a suitable container •        add a small amount of copper carbonate to the acid and stir until the effervescence stops •        continue to add small amounts of copper carbonate to the acid and each time stir until any effervescence stops •        eventually when there is no reaction / effervescence when the copper carbonate is added filter the mixture to remove the excess copper carbonate •        pour the filtrate (copper nitrate solution) into an evaporating basin and heat to evaporate a small amount of the water •        leave the copper nitrate solution to crystallise •        remove the crystals from the solution remaining and dry the crystals 6

Method Writing 4

Method Writing – Mark Scheme 4

Method Writing 5

Method Writing – Mark Scheme 5 Level 3 (5–6 marks): A coherent method is described with relevant detail, which demonstrates a broad understanding of the relevant techniques and procedures. The steps in the method are logically ordered. The method would lead to the production of valid results. Level 2 (3–4 marks): The bulk of the method is described with mostly relevant detail, which demonstrates a reasonable understanding of the relevant scientific techniques and procedures. The method may not be in a completely logical order and may be missing some detail. Level 1 (1–2 marks): Simple statements are made which demonstrate some understanding of some of the relevant scientific techniques and procedures. The response may lack a logical structure and would not lead to the production of valid results. 0 marks: No relevant content Indicative content •        description of how the apparatus would be used •        reference to control intensity of light / brightness •        use of ruler to measure distance of light from beaker / pondweed •        reference to varying colour of light or use of different filters •        plant releases gas / oxygen •        measure number of bubbles / volume of gas produced •        same length of time •        reference to control of temperature •        reference to control / supply of carbon dioxide in water •        do repeats and calculate a mean 6

Method Writing 6

Method Writing – Mark Scheme 6 Level 2 (3–4 marks): A detailed and coherent plan covering all the steps. The steps include the improvements and are set out in a logical manner. Level 1 (1–2 marks): Simple statements of improvements to the apparatus or steps are made but they may not be set out in a logical manner. 0 marks: No relevant content Indicative content Simple statements •        stir the solution •        use the same amount of each solution •        use the same concentration of solution •        put insulation or a lid on the beaker •        measure how high temperature goes Coherent statements in a logical order •        pour a fixed, measured volume of the metal salt solution into a plastic / polystyrene cup •        measure and record the temperature of the solution •        stir and add 1 g of metal to the solution •        (put a lid on the cup) •        measure and record the temperature after a set time or measure and record the greatest / highest temperature •        calculate and record the temperature increase •        (repeat each individual experiment at least two more times and calculate the mean temperature increase) 4