Year 10 Controlled assessment Requisition

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

Catholic Comprehensive School
Hand out copy of CAU student Booklet 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

Students must write in black ink

Controlled Assessment
25% Science CAU’s PART A PLANNING /18 PART B OBSERVATIONS /6 PART C CONCLUSIONS /24 Total Marks /48 Science at HFS

Student 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

PART A PLANNING /20 Science at HFS

Make a note of the independent and dependent variable in your exercise book

In your exercise book write the heading: Equipment

Reason for choosing that equipment
Controlled Assessment EQUIPMENT /4 List of Equipment Reason for choosing that equipment Science at HFS

Mark scheme

Equipment /2 Science at HFS List of Equipment Element Marks Criteria
Gives no relevant detail 1-2 marks Chooses most of the relevant equipment Explains why the equipment has been chosen List of Equipment Science at HFS

Equipment Science at HFS 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 Task: Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves. Science at HFS

Class discussion on the equipment –
you may make notes in your exercise book Task: Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves. Science at HFS

Ruler 30cm Goggles Top Leaves Middle leaves Lower leaves

Explanation to why the equipment has been choosen
Equipment (Key ones given below) Equipment Explanation to why the equipment has been choosen Science at St Johns

Now copy up your equipment list and reasons into your CAU booklet

CONTROLS /6 List of control variables How will you control these variables? Science at St Johns

Mark scheme

Controls /6 Science at HFS Element Marks Criteria Controls 0 marks
Gives no relevant controls 1-2 marks Identifies one appropriate variable to control. Describes how this variable can be controlled. 3-4 marks Identifies some relevant variables to control. Gives an appropriate description of how to control these variables. 5-6 marks Identifies a range of variables appropriate to control. Gives an appropriate explanation of how to control these variables and why they must be controlled. Science at HFS

Controls Science at HFS Class discussion – you may make notes
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 Task: Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves. Science at HFS

How the control variable will be kept the same
Controls Control variable How the control variable will be kept the same

Now copy up your control notes into your CAU booklet – use your own words

How it will be controlled Why it will be controlled
Controls Control variable How it will be controlled Why it will be controlled

How will you manage these risks?
Controlled Assessment RISKS /4 Identify the risks How will you manage these risks? Science at St Johns

Mark scheme

Risks /4 Science at St Johns List of Equipment Element Marks Criteria
Gives no relevant detail 1-2 marks Identifies one relevant risk which is specific to the task. Suggests measures to manage the risk. 3-4 marks Identifies most of the relevant risks which are specific to the task. Suggest how these risks are managed. List of Equipment Science at St Johns

Class discussion – you may make notes
Risks What are the risks and how will you manage them? Class discussion – you may make notes in your exercise book Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves. Science at HFS

Risks Risk How to manage the risk Science at St Johns

Now copy up your risk notes into your CAU booklet – use your own words

Risks Risk How to manage the risk Science at St Johns

OVERALL PLAN /4 The plan must be clear enough for a year 7 student to follow without having to ask for help Science at St Johns

Plan /4 Science at HFS List of Equipment Element Marks Criteria
Overall plan 0 marks Gives no relevant method 1-2 marks Method is logically ordered to produce results. Chooses a range of data/observations that would test the hypothesis. E.g. at least two sucrose concentrations 3-4 marks 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. Chooses a suitable range of sucrose concentrations and explains why this range was chosen. List of Equipment Science at HFS

Overall plan In your exercise book write the answers to these questions in full sentences. You may discuss this with your partner. State the independent variable (the one you will change)? State the range of your independent variable? 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? State the dependent variable? (the one you measure when you change the independent variable) How does recording the dependent variable help you to test the hypothesis 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 State your control variables Explain what you will repeat and why, what do you do if you see anomolous results during the experiment?

Overall plan Science at HFS
Class discussion – check your plan to ensure you have included all the facts Task: Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves Science at HFS

Mark scheme

Plan /4 Science at HFS List of Equipment Element Marks Criteria
Overall plan 0 marks Gives no relevant method 1-2 marks Method is logically ordered to produce results. Chooses a range of data/observations that would test the hypothesis. E.g. at least two sucrose concentrations 3-4 marks 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. Chooses a suitable range of sucrose concentrations and explains why this range was chosen. List of Equipment Science at HFS

Now copy up your overall plan into your CAU booklet – use your own words

PART B OBSERVATIONS /6 PRIMARY EVIDENCE AND RECORDING /4 SECONDARY EVIDENCE /2 Science at St Johns

PRIMARY EVIDENCE AND RECORDING
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 Science at St Johns

Concentration of sucrose solution (%)
Controlled Assessment Units only in headings Average column Concentration of sucrose solution (%) Volume of carbon dioxide collected (cm3) 1 2 3 Average 20 30 5 40 7 50 10 11 60 23 22 Independent variable in first column Anomalous Numbers ordered – ascending order Science at St Johns

table into your exercise book
Part B: Observations On your own: draw your results table into your exercise book (rough copy) Science at HFS 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 results
Part B : Observations In pairs now carry out the investigation and record your results in your rough table Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves Science at HFS

How to deal with anomalous results
Concentration of mouthwash (%) Diameter of clear area around mouthwash disc (mm) 1 2 3 Average 20 4 40 6 5 60 10 12 11 Identify 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

Part a - Observations 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 and records 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.

Now copy up your table neatly on a new sheet of paper and staple it into your CAU booklet

SECONDARY 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 Science at HFS

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 Scheme

Part b - Observations Secondary evidence
0 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.

secondary evidence notes into 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

PART C CONCLUSIONS /24 Processing evidence /4 Quality of evidence /4 Conclusions based on evidence /6 Evaluation of conclusion /4 Evaluation of method /6 Science at St Johns

Part C must be completed You must complete the graph
under exam conditions. You must complete the graph in silence

Discussion Take notes Use notes to draft your conclusions
Check against the mark scheme Learn your conclusions ready to write them up

PR0CESSING EVIDENCE /4 How will you know if you need to draw a bar chart or a line graph? Science at St Johns

PR0CESSING EVIDENCE /4 BAR CHART LINE GRAPH Used for continuous variables - ones which can have any numerical value. Used for categoric, - ones whose values which are described by labels. Science at St Johns

Mark Scheme

PR0CESSING EVIDENCE /4

Look at your CAU booklet and answer the question
‘state how you will present the results you have collected’

PR0CESSING 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? Science at St Johns

Part C must be completed under exam conditions.
You must complete the graph in silence. Your teacher will monitor your work and give you some support in drawing your graph

You can make notes in class. You will then be given time to
learn these notes at home. You must then write these up into your CAU booklet in silence under exam conditions

Look at your CAU booklet for the questions you will have
to answer

Quality of evidence Science at HFS
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 Task: Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves Science at HFS

Quality of evidence Science at HFS
Discuss the answers to the questions on the next slide with your partner and write your answers in your exercise book Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves Science at HFS

QUALITY OF EVIDENCE /4 State how you identified and dealt with anomalies from your primary and secondary evidence 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.

Class discussion – listen and correct
Quality of evidence Class discussion – listen and correct your work Science at HFS Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves

Mark Scheme

QUALITY OF EVIDENCE /4

Conclusions based on evidence
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 Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves. Science at HFS

CONCLUSIONS BASED ON EVIDENCE /6
Use scientific ideas to explain the conclusions you can draw from all your collected evidence. What is your conclusion? Uses scientific ideas to explain your conclusion Use primary and secondary evidence to support your conclusion (your table/ graph/ secondary evidence- how do they support your conclusion) Explain your conclusion/ evidence using scientific ideas Science at St Johns

Conclusion based on evidence Class discussion – listen and correct your work Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves Science at HFS

Then write the heading below: Use your conclusion to explain if the hypothesis is correct. Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves Science at HFS

Discuss the answer to the question on the next slide with your partner and write your answer in your exercise book Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves Science at HFS

Use your conclusion to explain if the hypothesis is correct. 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

Conclusion based on evidence Class discussion – listen and correct your work Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves Science at HFS

Mark Scheme

Evaluation of conclusion
In your exercise book write the main heading: Evaluation of conclusion Then write the heading below: State how well your evidence supports your conclusion 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 CONCLUSION /4
State how well your evidence supports your conclusion Does your primary and secondary lead to the same conclusion or do they contradict each other? Science at St Johns

Evaluation of conclusion Class discussion – listen and correct your work Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves Science at HFS

The write the heading below: Suggest what additional evidence could have been collected to provide stronger support for your conclusion Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves Science at HFS

Discuss the answer to the question on the next slide with your partner and write your answer in your exercise book Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves Science at HFS

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? Science at St Johns

Evaluation of conclusion Class discussion – listen and correct your work Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves. Science at HFS

Mark Scheme

Evaluation of method Science at HFS
In your exercise book write the main heading: Evaluation of method Then write the heading below: Describe the strengths and weaknesses in your method Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves Science at HFS

what were the strengths in your method
EVALUATION OF METHOD /6 Describe the strengths and weaknesses in your method 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

Evaluation of method Class discussion – listen and correct your work 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 Science at HFS Then write the heading below:
Explain how you would modify your method to improve the quality of your primary evidence 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 Science at HFS
Explain how you would modify your method to improve the quality of your primary and secondary evidence How 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 Science at HFS

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

Evaluation of method Class discussion – listen and correct your work Task:Test the hypothesis that the position of the leaves on a plant affects the length and width of the leaves Science at HFS

Mark 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 all these questions in the conclusion section.
You will get your CAU booklet back to write the answers in. This will be done in exam conditions

Year 10 Controlled assessment Requisition

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