1. Internal Assessment Guidance Blackpool Secondary Science 2006-2007 for OCR C21 Science A produced by Blackpool Secondary Science Case study – 20% [24 marks] Data analysis – 13.3% [16 marks] Damian Ainscough, Secondary Science Consultant [please send any ideas for addition/improvement to damian.ainscough@blackpool.gov.uk ]damian.ainscough@blackpool.gov.uk With thanks to Blackpool Science teachers and in particular Katie Rawcliffe – Bispham High School – an Arts College Mark Sergeant – St Mary’s Catholic College Doreen Chadwick – Montgomery High School – a Language College

2. Internal Assessment Ask yourself........ What does it look like? Can I do one? Can I use the mark criteria? What skills do the pupils have and need? Where are we explicitly developing these skills? [including in other subjects] Are all staff aware of this? [including in other subjects] What have we learned from trials [e.g. in Y9]? What support materials are available? When should we start? When should we assess?

3. IaS 1 Data and their limitations IaS 2 Correlation and cause IaS 3 Developing explanations IaS 4 The scientific community IaS 5 Risk IaS 6 Making decisions about science and technology 1.11.1 1.21.2 1.31.3 1.41.4 1.51.5 1.61.6 2.12.1 2.22.2 2.32.3 2.42.4 2.52.5 2.62.6 2.72.7 3.13.1 3.23.2 3.33.3 3.43.4 3.53.5 4.14.1 4.24.2 4.34.3 4.44.4 5.15.1 5.25.2 5.35.3 5.45.4 5.55.5 5.65.6 5.75.7 6.16.1 6.26.2 6.36.3 6.46.4 6.56.5 6.66.6 6.76.7 Developing our pupils’ skills Ideas about Science: Explicitly referenced in the specification for each unit

4. IaS 1 Data and their limitations IaS 2 Correlation and cause IaS 3 Developing explanations IaS 4 The scientific community IaS 5 Risk IaS 6 Making decisions about science and technology 1.11.1 1.21.2 1.31.3 1.41.4 1.51.5 1.61.6 2.12.1 2.22.2 2.32.3 2.42.4 2.52.5 2.62.6 2.72.7 3.13.1 3.23.2 3.33.3 3.43.4 3.53.5 4.14.1 4.24.2 4.34.3 4.44.4 5.15.1 5.25.2 5.35.3 5.45.4 5.55.5 5.65.6 5.75.7 6.16.1 6.26.2 6.36.3 6.46.4 6.56.5 6.66.6 6.76.7 Developing our pupils’ skills Ideas about Science: Explicitly referenced in the specification for each unit Issues for citizensQuestions that science may help to answer How do my genes affect my appearance, my body, and my health? What are genes and how do they affect the way that living organisms develop? Why can people look like their parents, brothers or sisters, but not be identical to them? How and why do people find out about their genes? What decisions do people make with this information? How can and should genetic information be used? Can we change our genes, and should this be allowed? How can we use our knowledge of genes to prevent disease? What is cloning, and should it be allowed?What are stem cells, and why could they be useful in treating some diseases? Science ExplanationsIdeas about Science SE 8 The gene theory of inheritance SE 6b Cells as the basic units of living things IaS 6.4-6.7 Making decisions about science and technology MODULE B1: YOU AND YOUR GENES – OVERVIEW

5. IaS 1 Data and their limitations IaS 2 Correlation and cause IaS 3 Developing explanations IaS 4 The scientific community IaS 5 Risk IaS 6 Making decisions about science and technology 1.11.1 1.21.2 1.31.3 1.41.4 1.51.5 1.61.6 2.12.1 2.22.2 2.32.3 2.42.4 2.52.5 2.62.6 2.72.7 3.13.1 3.23.2 3.33.3 3.43.4 3.53.5 4.14.1 4.24.2 4.34.3 4.44.4 5.15.1 5.25.2 5.35.3 5.45.4 5.55.5 5.65.6 5.75.7 6.16.1 6.26.2 6.36.3 6.46.4 6.56.5 6.66.6 6.76.7 CASE STUDY [A/B/C/D] B CB C B B CB C BB BBBB AAAACC C CC CCCC DATA ANALYSIS [I+E] EEEI IE IEIE I EEI II B1 YYYY C1YYYYYYY YYY Y Y P1 YYYYYYYYY B2 YYYYY YY YYY C2YYYYYY Y YYYY Y P2 Y YYYYY YYYYYYY B3 YYYYY YY C3 YYYYY YYY Y P3 YYYYYYYYYY Y Developing our pupils’ skills Ideas about Science: Where it is assessed in internal assessment Conclusion: assessment must take place towards the end of the course Ideas about Science: Where it is taught in each unit

6. Avoiding ‘POAE syndrome’ bolt-on assessment of skills that have not been taught and developed as part of the ‘normal curriculum’ a limited range of tasks chosen for the pupils by the teachers use of resources ‘saved for assessment’ e.g. equipment, computers

7. ‘Why are we doing this, Miss?’ Purpose – interesting, relevant to pupil Audience – who is it aimed at? Form – varied – leaflet, poster, report..... e.g. Case Study: Allow all to choose till..... After date offer 4 choices or: Offer 8-10 choices Provide wide variety of source material The examiner? ‘I would like to choose’

8. ‘How do I do this, Sir?’ Develop model responses e.g. an argument for nuclear power [H + F] Develop tasks e.g. ‘evaluate the reliability of the six sources of evidence below’ Have pupils assess models and their own work [self and peer] using mark criteria What does 6 marks look like? Useful homework Pupils enjoy assessing work

9. B1C1P1B2C2P2B3C3P3 Key skills needed to carry out a case study Key skills needed to analyse data DATA ANALYSIS CASE STUDY = explicit teaching of key skills Planning the teaching of key skills required What are the key skills? How can we teach them? When can we teach them? CASE STUDY

10. OCR Twenty First Century Science Case Study Support materials produced by Blackpool Secondary Science

11. claim/opinion/ view/argument X but conclusion B is possible... evidence 3 evidence 4 evidence 5 evidence 1 evidence 2 evaluated and critically compared I prefer conclusion A because... claim/opinion/ view/argument Y Source 1 2 3 4 5 6 7 8 9 10 11 Case study: A big question.... ‘Are remote controls dangerous?’..pictures/diagrams /charts to improve explanations?...relevant scientific terminology? What’s the quality of the evidence? Are detailed scientific explanations included? How relevant/ reliable are they? Have you used.....

12. ‘Blackpool Tower’ model

13. claim/opinion/ view/argument X but conclusion B is possible... evidence 1 evidence 2 evaluated and critically compared I prefer conclusion A because... evidence 3 evidence 4 evidence 5 claim/opinion/ view/argument Y Sources 1 2 3 4 5 6 7 8 9 10 11 12 Are detailed scientific explanations included? What’s the quality of the evidence? How relevant/ reliable are they? Case study: A big question.... ‘Are remote controls dangerous?’ Have you used........pictures/ diagrams/charts to improve explanations...relevant scientific terminolog y?

14. The Simpsons model: is Bart Simpson a good role model for young people? claim/opinion/ view/argument 1: Bart is a good role model because.... claim/opinion/ view/argument 2: Bart is not a good role model because.... Evidence 1: Looks after Santa's little helper (dog) Evidence 2: Helps Milhouse to buy his favourite comic Evidence 1: Rings up Bar asking for people with false names Evidence 2: Is cheeky to Homer Evidence 3: Splits up Milhouse and his girlfriend Source Episode 3, 12, 15 Episode 4 Episodes 1, 2, 4, 7 Episode 2,3,4,5 Episode 13

15. Is Bart Simpson a good role model for young people? claim/opinion/ view/argument 1: Bart is a good role model because.... claim/opinion/ view/argument 2: Bart is not a good role model because.... but conclusion B is possible... evaluated and critically compared I prefer conclusion A because... ‘Bart can be both good and bad role models as...’

16. Some of the skills to be developed for case studies: Find sources Choose relevant/reliable sources Reference sources Evaluate evidence Recognise a good argument Construct an argument.....using scientific understanding Use scientific vocabulary Evaluate different arguments Use pictures and diagrams to enhance explanations/ arguments

17. Sources I have assessed them for their reliability My references are clear and detailed I have a wide variety A big question I have selected relevant information The report References are included within the report I have presented the issues and conclusions clearly and in an appropriate format My audience is clear I have made good use of scientific terminology It is not too long My spelling, punctuation and grammar are excellent I have used pictures, diagrams, charts and tables effectively Arguments and conclusions I have provided evidence to support the claim I have linked evidence to the claim I have evaluated and critically compared different claims/arguments I have used persuasive language I have considered the counter arguments I have shown awareness that there may be valid alternatives Pupil speak needed? Draft pupil checklist

18. Arguments and conclusions I have provided evidence to support the claim I have linked evidence to the claim I have considered the counter arguments I have evaluated and critically compared different claims/arguments I have shown awareness that there may be valid alternatives I have used persuasive language The report My audience is clear I have made good use of scientific terminology I have presented the issues and conclusions clearly and in an appropriate format I have used pictures, diagrams, charts and tables effectively It is not too long My spelling, punctuation and grammar are excellent A big question Sources I have selected relevant information References are included within the report My references are clear and detailed I have assessed sources for their relevance and reliability I have considered a wide variety of sources Pupil speak needed? Draft pupil checklist

19. Zoos An example used with Y9 pupils Summer 2006

20. Should zoos be allowed to keep wild animals in captivity? Sources Library - Books - Internet Newspapers Magazines Internet – World Web Web Leaflets Interviews

21. Should zoos be allowed to keep wild animals in captivity? Initial thoughts Yes, zoos should be allowed to keep wild animals in captivity

22. Should zoos be allowed to keep wild animals in captivity? Initial thoughts No, zoos shouldn’t be allowed to keep wild animals in captivity

23. claim/opinion/ view/argument X but conclusion B is possible... evidence 3 evidence 4 evidence 5 evidence 1 evidence 2 evaluated and critically compared I prefer conclusion A because... claim/opinion/ view/argument Y Source 1 2 3 4 5 6 7 8 9 10 11 Case study: A big question.... ‘Should zoos be allowed to keep wild animals in captivity?’..pictures/diagrams /charts to improve explanations?...relevant scientific terminology? What’s the quality of the evidence? Are detailed scientific explanations included? How relevant/ reliable are they? Have you used.....

24. claim/opinion/ view/argument X but conclusion B is possible... evidence 1 evidence 2 evaluated and critically compared I prefer conclusion A because... evidence 3 evidence 4 evidence 5 claim/opinion/ view/argument Y Sources 1 2 3 4 5 6 7 8 9 10 11 12 Are detailed scientific explanations included? What’s the quality of the evidence? How relevant/ reliable are they? Have you used........pictures/ diagrams/charts to improve explanations...relevant scientific terminolog y? Case study: A big question.... ‘Should zoos be allowed to keep wild animals in captivity?’

25. Leaflet Display Newspaper Article PowerPoint presentation Essay Audio or video recording Web page Speech Case study: A big question.... ‘Should zoos be allowed to keep wild animals in captivity?’

26. Case study frameworks The following pages provide two frameworks for helping students to structure a case study. The first, a writing frame, immediately limits originality in presentation/format but may be useful for pupils in KS3/early KS4 as they are introduced to the idea of a case study. The second, the key components of a case study on cards, enables students to arrange these components into the format of their choice. [e.g. in a leaflet, talk, PowerPoint, formal report etc]. A context and task are suggested.

27. The big question............................................................................................................................................................................. Claim/opinion/view/argument X [including a scientific explanation]...................................................................... Claim/opinion/view/argument Y [including a scientific explanation]......................................................................

28. Claim/opinion/view/argument X Pictures/diagrams/charts to improve explanations Claim/opinion/view/argument Y Pictures/diagrams/charts to improve explanations

29. Evidence to support argument X [with references]...................................................................... Evidence to support argument Y [with references]...................................................................... Evidence to support argument X [with references]...................................................................... Evidence to support argument Y [with references]...................................................................... Evidence to support argument X [with references]...................................................................... Evidence to support argument Y [with references]......................................................................

30. My conclusion [with scientific explanations]............................................................................................................................................... Other possible conclusions [with scientific explanations]............................................................................................................................................... List of sources [How relevant/ reliable are they?]

31. The big question Claim/opinion/view/argument X [including a scientific explanation] Claim/opinion/view/argument Y [including a scientific explanation] Claim/opinion/view/argument X Pictures/diagrams/charts to improve explanations Claim/opinion/view/argument Y Pictures/diagrams/charts to improve explanations Evidence to support argument X [with references] Evidence to support argument Y [with references] Evidence to support argument X [with references] Evidence to support argument Y [with references] Evidence to support argument X [with references] Evidence to support argument Y [with references] My conclusion [with scientific explanations] Other possible conclusions [with scientific explanations] List of sources [How relevant/ reliable are they?]

32. The big question List of sources [How relevant/reliable are they?] Claim/opinion/ view/argument X [including a scientific explanation] Claim/opinion/ view/argument Y [including a scientific explanation] Claim/opinion/ view/argument Y Pictures/ diagrams/ charts to improve explanations Claim/opinion/ view/argument X Pictures/ diagrams/ charts to improve explanations OCR C21 Science Case study Preparation cards Imagine that you have to produce a television programme about a ‘big question’. The 14 cards have all the components of what needs to be in the programme. Your task is to arrange the cards into a form/ sequence which would give a structure to the programme about the ‘big question’. You may then, in groups, attempt to write a story board or script based on a ‘big question’ that you choose.

33. My conclusion [with scientific explanations] Other possible conclusions [with scientific explanations] A piece of evidence to support argument X [with references] A piece of evidence to support argument Y [with references] A piece of evidence to support argument X [with references] A piece of evidence to support argument Y [with references] A piece of evidence to support argument X [with references] A piece of evidence to support argument Y [with references]

34. Title page  Title of Case Study written in the form of a question. Contents page  sections, sub-sections and appropriate page numbers included. Introduction  explanation of what the Case Study is about and how the report is structured. Scientific theory  relevant background science included. Evidence  relevant information from sources collected with detailed references in each case.  evidence from both sides of the case.  authenticity and reliability of the evidence recognised; explanation of the evidence using underlying science. Conclusion  evidence compared and evaluated.  conclusion written and justified, pointing out any limitations or alternative interpretations. Bibliography  references listed in detail Presentation  report clearly organised into appropriately headed sections and in a suitable sequence.  report includes diagrams, data tables, graphs etc. to illustrate ideas and concepts.  report is concise, uses relevant scientific terminology and has correct spellings Case Study checklist – from OCR Science A Coursework guidance booklet

35. Getting startedPresenting arguments, evaluating, critically comparing, concluding Referencing and evaluation 5.4 Arranging a scientific article 6.3 Recognising a scientific poster 6.4 Designing a scientific poster 3.1 Deciding if an article is useful – first glance 3.2 Deciding if an article is worth reading in detail – second glance 1.4 Choosing the right book 1.8 Locating articles in e- journals 2.1 Taking notes from a presentation 1.9 Finding answers on the web 1.11 Evaluating websites 3.3 Understanding the value of titles 3.4 Making sense of a text [conversion] 3.5 Identifying different types of text 5.1 Writing a summary 5.2 Writing a scientific article 5.3 Structuring a scientific article 5.5 Evaluating scientific writing 5.6 Compiling a bibliography 2.2 Evaluating a presentation 2.3 Observing from different points of view 5.5 Evaluating scientific writing ‘Learning Skills for Science’ references For more information about ‘Learning Skills for Science’ see www.sep.org.uk

36. Teaching argument – an example School Montgomery High School – a Language College, Blackpool Teacher Doreen Chadwick Focus and summary Developing pupils’ argument skills In order to develop argument skills, each pupil is given the opportunity to make a short presentation to the class based on any topic that interests them [not necessarily science related] They are asked to:  present arguments for and against  share their personal opinion  use pictures, diagrams, charts and or tables appropriately and effectively to convey information or illustrate concepts  use relevant terminology Each pupil is given approximately 5 minutes at the end of the lesson to do this. Draft materials to support this process are included on the following slides.

37. Teaching argument Organic food Animal testing [x3] Headscarves Smoking Guns ‘n’ Roses [are stupid] Pirates or Ninjas [everyone knows Pirates rule] Homosexual discrimination Cloning Punishment Pie Rock vs Pop music Deforestation Whaling Chav vs Mosher Earth creation Did we land on the moon? A list of topics chosen by one Y10 class at Montgomery High, Blackpool

38. Teaching argument Try to use pictures/ diagrams/charts to improve explanations Your teacher may give you an A4 version of this to write in. Want a good argument? 1.Decide on a topical issue that you are interested in. It doesn’t have to be a science-based issue. For example, you could choose whether or not a new supermarket should be built or whether your local club should be closed. 2. Present arguments for and against. You should provide evidence for each argument and say where you got the evidence (your sources]. 3.Describe your personal views – it could be for, against or neither! Give reasons for your views. 4.Be prepared to share these ideas with the class – you will have about 5 minutes to do so. You could use a poster or PowerPoint to present your ideas. Here is a template to help you. The issue I am interested in is.... Arguments for...Arguments against... Sources... My personal views [my conclusion]...

39. Teaching argument An argument writing frame ‘I claim that....’ or ‘I believe that....’ ‘My evidence/reason for this claim/belief is....’ ‘Also, it is my belief that....’ or ‘In addition....’ Other people might think that/Others have suggested that/Another argument is that/On the other hand it has been suggested that/For those of you who think that... Briefly restate the case, perhaps keeping one final piece of evidence till the end. If possible, quote an expert.

40. Teaching argument Using persuasive language – some examples Use triples/groups of three: It is crucial, important and imperative that......recent, relevant and right... Some other ‘persuasive’ terms.... Significantly,.... Surely.... Furthermore... In addition,.... Above all... Most importantly,... Use facts and statistics Use a short sentence at the end to stay in the mind of the reader/listener.

41. Teaching argument Topic: In the argument, does he/she....YesNoWhere/when? make a claim? provide evidence to support the claim? link evidence to the claim? use [scientific] language? use persuasive language? show awareness of the counter-arguments? show awareness and appreciation that there may be valid alternatives? Pupils could use this table to self/peer assess an argument – H version

42. Starting to teach the skills in KS3: A KS3 Science/PSHE Sexual Health Project - Y8 Teach Y8 Microbes and disease unit Review Y7 work relating to reproduction and sexual health including key vocabulary and structure of the reproductive organs STIs – what do you know? e.g. through questionnaire, ideas/concept/mind map Study STIs using provided/researched information  in jigsaw/envoy/marketplace activity;  collective memory  continuum from ‘nastiest’ to ‘least nasty’;  continuum from ‘easiest to catch’ to ‘most difficult to catch’;  through experiment [sharing body fluids simulation];  role play;  ‘Guess what you’ve got!’ - use models/cuddly toys of different microbes causing STIs – pass the parcel with clues in each layer Presentation Case Study We are going to self/peer assess these – what criteria will we use? Science poster [A2 or A1] PowerPoint-based "PowerPoint doesn't give presentations; PowerPoint makes slides." Podcast [e.g. radio interview; play] Leaflet/booklet to informBig question: ‘Are STIs harmful to your health?’ Evaluation of presentations/case studies using agreed criteria [self/peer assessment] Evaluation of new learning about STIs

43. CASE STUDY ASSESSMENT CRITERIA

44. StrandAspect of the work012345678Strand mark ModT/L A Planning use of sources Acknowledgements Internal referencing B Using science knowledge evaluating scientific evidence C Comparing arguments Conclusions D Structure and organisation Visual communication Quality of language

45. Assessment criteria - A A1 mark2 marks3 marks4 marks Planning the use of sources of information Very little information is given beyond that provided by the original stimulus material. Information from a limited range of additional sources is included, although some may be irrelevant or inappropriate to the study. Relevant information is selected from a variety of sources. Sources of information are assessed for reliability as a basis for selection of relevant information from a wide variety of sources. Acknowledgement of sources used. Sources of information are not mentioned Sources are identified by incomplete or inadequate references. References to sources are clear, but limited in detail. References to these sources are clear and fully detailed. Linking information to specific sources -Direct quotations are rarely indicated as such. Direct quotations are generally acknowledged. The sources of particular opinions or information are indicated at appropriate points in the text of the report.

46. Assessment criteria - B B2 marks4 marks6 marks8 marks Making use of science explanations Only superficial mentions of science explanations, often not correctly applied to the case Provides a basic outline of the main scientific ideas which are relevant to the case. Provides a detailed review of the scientific knowledge needed to understand the issues studied. Considers how different views described in the study can be supported by detailed scientific explanations. Recognition and evaluation of scientific evidence. Sources are uncritically quoted without distinguishing between scientific evidence and unsupported claims. Science content and data in sources is recognised. Claims and opinions are linked to the scientific evidence they are based on. The quality of scientific evidence in sources is evaluated in relation to the reliability of any claims made.

47. Assessment criteria - C C2 marks4 marks6 marks8 marks Comparing opposing evidence and views Information is unselectively reported without taking any clear view about any course of action. Claims for a particular idea, development or course of action are reported without critical comment. Claims and arguments for and against are reported, but with little attempt to compare or evaluate them. Details of opposing views are evaluated and critically compared. Conclusions and recommendations A conclusion is stated without reference to supporting evidence. A conclusion is based on evidence for one view only. Some limits or objections to the conclusion are acknowledged. Alternative conclusions are considered, showing awareness that different interpretations of evidence may be possible.

48. Assessment criteria - D D1 mark2 marks3 marks4 marks Structure and organisation of the report The report has little or no structure or coherence, or follows a pattern provided by worksheets. The report has an appropriate sequence or structure. Information is organised for effective communication of ideas, with contents listing, page numbering etc as appropriate to aid location of key elements. Considerable care has been taken to match presentation and format to present issues and conclusions clearly and effectively to a chosen audience. Use of visual means of communication There is little or no visual material (charts, graphs, pictures, etc) to support the text. Visual material is merely decorative, rather than informative. Visual material is used to convey information or illustrate concepts. Pictures, diagrams, charts and or tables are used appropriately and effectively to convey information or illustrate concepts Spelling, punctuation and grammar Spelling, punctuation and grammar are of generally poor quality, with little or no use of appropriate technical or scientific vocabulary. Spelling, punctuation and grammar are of variable quality, with limited use of appropriate technical or scientific vocabulary. Spelling, punctuation and grammar are generally sound, with adequate use of appropriate technical or scientific vocabulary. The report is concise, with full and effective use of relevant scientific terminology. Spelling, punctuation and grammar are almost faultless.

49. Data Analysis

50. Data analysis – 13.3% [16 marks] based on first hand practical work student has been personally involved in collecting some of the data to be analysed. data may be collected either as an individual activity, or as part of larger group work the collection of the data will not be directly assessed. assessment will be based on the interpretation and explanation of the data and on the evaluation of procedures and data.

51. Data analysis Pollution by particulate matter from road vehicles: sticky tape mounted on poles was used to collect particles in the air at different distances from a busy road. Each student set up a sampling point, and classified and counted the dust collected using a microscope. Results from the whole year group were collected and students plotted scatter graphs. Germination of seeds: cress seeds were grown on an inert support, irrigated with ethanoic acid/sodium ethanoate buffer solutions of different pH. Germination rates were counted and data was pooled for statistical analysis to link germination rate to pH. Activity of amylase: the usual experiment gives results which show considerable variation. By pooling results across a class, sufficient data is collected to allow a more reliable interpretation. See OCR ‘Science A teacher support’ page 24-31

52. Data analysis For any student who is also taking additional science, marks obtained from investigations in additional science can be ‘double counted’ to cover this part of the assessment of science. This can be used either to reduce assessment load, or to provide an alternative source of marks for such students.

53. Interpreting data: Using graphs or numerical methods Trends and patterns identified statistical or inverse relationships Qualitative or quantitative conclusions Limitations due to scatter. Explanation using scientific knowledge. Evaluation: Problems in method Improvements to method Accuracy and reliability of results Anomalous results Level confidence in the conclusion DATA ANALYSIS

54. I(a) Graphical or numerical processing of data Display limited numbers of results in tables, charts or graphs, using given axes and scales. Construct simple charts or graphs to display data in an appropriate way, allowing some errors in scaling or plotting. Correctly select scales and axes and plot data for a graph, or construct complex charts or diagrams (e.g. histograms, bar charts, species distribution maps, scatter-grams). Construct graphs or charts to show general relationships (e.g. line of best fit) or uncertainty (e.g. error bars) as appropriate. Select individual results as a basis for conclusions. Carry out simple calculations e.g. correct calculation of averages from repeated readings. Use mathematical comparisons between results to support a conclusion Use complex processing to reveal patterns in the data e.g. statistical methods, use of inverse relationships, or calculation of gradient of graphs. I(b) Summary of evidence Note differences between situations/cases, or compare individual results. Identify trends or general correlations in the data Describe formal or statistical relationships within the cases/situations studied Review the extent of, or limitations to, formal conclusions in relation to the scatter evident in the data. I(c) Explanations suggested Link the outcomes to previous experience or 'common sense'. Relate the conclusion to scientific ideas/explanations. Justify the conclusion by reference to relevant scientific knowledge and understanding. Use detailed scientific knowledge to explain all aspects of the given conclusion. Data analysis Mark Aspect 2468

55. E(a) Evaluation of procedures Make a relevant comment about how the data was collected. Comment on the limitations to accuracy or range of data imposed by the techniques and equipment, used. Suggest improvements to apparatus or techniques, or alternative ways to collect the data, but without sufficient practical detail. Describe in detail improvements to the apparatus or techniques, or alternative ways to collect the data, and explain why they would be an improvement. E(b) Reliability of evidence Make a claim for accuracy or reliability, but without appropriate reference to the data. Note the presence or absence of results that are beyond the range of experimental error. Use the general pattern of results or degree of scatter between repeats as a basis for assessing accuracy and reliability. Consider critically the reliability of the evidence, accounting for any anomalies. E(c) Reliability of conclusion Relate judgement of the reliability (or otherwise) of the conclusions only to techniques used, not to data collected. Relate the degree of scatter in the data to levels of confidence in the conclusion. Use the overall range, reliability and accuracy of the data to assess how much reliance can be placed on the conclusions. Identify weaknesses in the data and give a detailed explanation of what further data would help to make the conclusions more secure. Data analysis Mark Aspect 2468

56. Interpreting Data: I(a): Graphical work: consider data and the scatter 8 mark: accurately plotted graph + line of best fit + evidence of, e.g. error/range bars, awareness of uncertainty in data. 7 mark: accurately plotted graph + line of best fit. 6 mark: graph with a best fit line but with some mistakes/errors 5mark : dot-to-dot 4 mark: simple charts or bar charts? OR Numerical work 8 mark: use of ‘GCSE level statistical’ methods, use of inverse relationships, or calculation of gradients. I(b) 8: Are there any limitations to the conclusion? look at the averages/mean values of the plotted data look at the range of repeat values for each point: is there a real difference between each point?; can you be sure that a straight line is the best fit line or would a curve be possible/better. Does the conclusion only apply over the range investigated? What happens towards the origin 0,0?

57. X X X X X Which best fit is best?

58. Evaluating Data: 8 mark statements E(a): Describe in detail improvements to the apparatus or techniques, or alternative ways to collect the data, and explain why they would be an improvement. E(b): Consider critically the reliability of the evidence, the degree of scatter in the repeats, accounting for any anomalies. E(c): Consider both the reliability of the data and the accuracy and precision of the technique when evaluating the confidence level of the conclusion. Identify weaknesses in the data (e.g. is the range sufficient? Do more values need to be taken when what is being measured changes rapidly?), and give a detailed explanation of what further data would help to make the conclusions more secure.