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Science intervention materials
The Coalition Government took office on 11 May 2010. This publication was published prior to that date and may not reflect current government policy. You may choose to use these materials, however you should also consult the Department for Education website www.education.gov.uk for updated policy and resources.
Guidance
Curriculum and Standards
Science intervention materials
Teachers of science, science consultants and line managers

Status: Recommended Date of issue: 02-2004 Ref: DfES 0077-2004
Key Stage 3 National Strategy

Science
Science intervention materials Teachers notes
Contents
Introduction Analysing pupils responses to the Key Stage 3 tests 10-minute activities Mini boosters Coaching Year 9 pupils for the Key Stage 3 tests Organising a revision and booster programme Entering pupils for the correct tier test paper 3 4 5 9 10 12 14
2 | Key Stage 3 National Strategy | Science intervention materials | Teachers notes
Crown copyright 2004 DfES 0077-2004 G
Introduction
These notes and the pack of intervention activities are designed to help teachers provide extra support for pupils who are struggling to make progress beyond National Curriculum level 4 in science. To make progress from level 4 to level 5, pupils need to increase and deepen their science skills, knowledge and understanding from concrete science (i.e. science which can be physically experienced) to that which is more abstract. To achieve this, pupils need opportunities to consider what they know, explore their understanding and make sense of these new scientific ideas. Talking about what they know and understand to their teacher and in discussion with other pupils will help them to formalise their thinking. The intervention activities are designed to promote discussion. Teachers may look for written outcomes to confirm learning, but discussion is an important element. This pack provides a range of activities, many of which are very short, which are best tackled by pupils working in pairs or threes to decide appropriate responses between themselves. Teachers can use whole-class or larger group discussion to allow pupils to further consider their ideas and for the teacher to correct any lingering misunderstandings through questioning or allowing other pupils to question the basis for any incorrect or inaccurate conclusions. The materials are provided on a CD-ROM for teachers to print and use as appropriate. The CD-ROM also includes blank templates for loops and the other activities, which teachers may use to construct their own materials. The folder is a useful place to store intervention materials from any source, including those produced in the future by the Key Stage 3 National Strategy. As well as intervention materials (10-minute activities and mini boosters) these notes include other useful advice for identifying pupils or topics where intervention might be needed. All these materials should help pupils maximise their chances of success in the national tests at the end of Key Stage 3. The goal is to help as many pupils as possible to achieve at least level 5 in science. There is a clear and important link between attainment in science, and other subjects, at Key Stage 3 and later success at GCSE. Pupils who make the transition into the sort of abstract thinking required by level 5 science are well placed to apply that understanding to learning in other subjects and courses.
Analysing pupils responses to the Key Stage 3 tests

Pupils end of key stage test scripts can be analysed in a variety of ways. Schoollevel analysis will complement the national analysis by QCA, which is reported in Implications for teaching and learning (published each year in November, which provides advice on improving teaching and learning) and the Standards at Key Stage 3 science report (published each year in January, which provides detailed information about pupils performance on individual questions). Question analysis by individual science departments can be used: to make modifications to the teaching and learning in Years 7 and 8; to make adjustments to the focus of work and targeting of pupils in Year 9; to plan focused support programmes for the following years Year 9; for individual Year 9 pupils in preparation for their GCSE course; to inform the Key Stage 4 scheme of work.
Analysing pupils end of key stage test papers is best done in July soon after scripts are returned. This allows sufficient time to plan any modifications to the teaching and learning in Years 7 and 8 and to plan for a focused support programme for the following years Year 9. Departments will choose different groups of pupils papers to analyse, depending on relevant issues and priorities. Departments may therefore choose to analyse papers for: the whole cohort; a sample of the cohort, e.g. some higher attainers, some middle attainers and some lower attainers; pupils whose total mark was just below a level threshold and those who scored just above the threshold; a sample of boys and girls; or a sample of pupils from one or more ethnic minority.
One focus for all departments will be to identify the weaknesses of those pupils who achieved level 4 in the tests, especially if they achieved level 4 in their Key Stage 2 science test. The intervention materials are designed mainly for these pupils so that with some extra, well-targeted support similar pupils will in future years be able to raise their attainment to at least level 5. This support is best provided during Years 8 and 9. The Autumn Package is available to subject leaders during September/October. This enables departmental performance to be compared both with the national trends and with departments in similar schools. In autumn 2003 the Pupil Achievement Tracker (PAT), a software package produced by the DfES, was sent to all schools. This package provides the opportunity for more detailed analysis of individual pupils and of identified pupil groups.
10-minute activities
The 10-minute activities are designed for use mainly with pupils whose attainment remains around level 4 in science. The activities are designed to reinforce and consolidate the breadth of science knowledge and understanding required to underpin the development of the more abstract scientific concepts which are characteristic of level 5. Five types of activity are included in the 10-minute activities suite. Keyword and other loop games Dominoes Sentence construction Explanations Short, focused teaching sequences
Teachers may choose to use each activity as it is, but with only a little modification the materials for one activity can be used in a different format for another. Teachers will use and develop these materials to suit the needs of their classes. The activities can be used in the following circumstances: as revision of work from earlier topics, such as when starting a new topic and/or taking ideas further; as a general revision activity; as a lesson starter to remind pupils of prior learning; as a plenary to review learning; as a mid-lesson break.
The activities can also be set for homework; however, to provide the maximum support for pupils it is best to use an activity during a lesson and to set a slightly different version for homework. For example, a teacher could use a loop game as a lesson starter and then for homework provide each pupil with a full set of loop cards, asking them to identify the sequence by numbering the cards in order, beginning with the first. The suite of loops, sentences, explanations and dominoes is charted below. Key idea Loops Sentences Explanations Dominoes Misconception dominoes Reproduction Chemical mixtures Chemical changes Geological changes ( 5)
Cells Interdependence Particles Forces Energy Scientific enquiry

Keyword loops and other short loops

Loop games involve pupils being dealt a set of cards, each with a question and an answer to a different question. Beginning with any pupil reading out their question, the pupil with the corresponding correct answer is required to read it out. That pupil then reads their question for another pupil to answer. A loop game is constructed so that the sequence ensures that all questions and answers must be used. In a loop game the sequence always arrives back at the first question. Loops with 2730 questions are widely available; however, some pupils may lose focus if their answer comes near the beginning of the loop. Shorter loops can be used as competitive team activities (which team can complete the loop first?) or small group activities. This helps to ensure that every pupil is fully involved in the whole activity. For team activities, divide a class of 2830 into three teams for a 10-unit loop, four teams for an 8-unit loop or five teams for a 6-unit loop. Each member of the team is given one section of the loop, then the team has to stand up and physically rearrange themselves (holding their section facing outwards) into a circle so that the sections match to form the loop. (You may have to give one pupil two consecutive units of the loop if your numbers do not divide evenly.) Alternatively, the loops can be printed onto thin card, cut out and one set given to each small group to use as dominoes the group should be told that the dominoes will make a complete loop on the desk if they match them correctly.
Domino cards
The intervention pack contains two sets of dominoes. Key ideas dominoes are built around the key scientific ideas and scientific enquiry. Misconceptions dominoes are built on topics which were identified either in the Key Stage 3 Strategy CPD unit Misconceptions in Key Stage 3 Science or the QCA Standards report for the Key Stage 3 tests. The domino cards can be used in a variety of ways. Prepare the cards as a set of dominoes. Cut out each card so its question and an answer form one domino. Shuffle the cards. Pupils play by finding the answer to a question on a different card. Match all the questions with their correct answers and you will be able to form a complete loop. Cut out each question and answer separately. Shuffle the cards. Then match the question to the answer to form a pair of columns on a bench or table. Prepare the cards for a loop game. Shuffle the cards, distribute and play as a loop game. Check that the sequence will always allow the loop to be completed. There are five sets of cards covering misconceptions in geological changes. Each set contains six cards and can be used by six participants. The set can be used by fewer numbers in a group (e.g. four or five) but then some participants will have more cards. In large groups of say 30 pupils, five groups of six could each have their own set of the same cards. The cards can also be used as loop games. Pupils can compete to find out which group can complete the loop in the shortest time. Alternatively all five sets can be used and when a group completes one set they can then try a different set. Finally, after all sets have been used, the amalgamated set of 30 can be used to form one large
loop. This is best done with cards that have the question on one side and the answer on the other side. The key ideas domino for scientific enquiry is different to the others. The activity is based around a description of an investigation and a graph of the results. This sheet should be projected onto a screen so that it can easily be seen by all pupils. Each of six pupils (or more if they work in pairs) has one question card only. The answers, each on a separate card, are put on the table in the middle of the group. Pupils take it in turn to read an answer. The object then is for the pupil who has the matching question to take the answer card and explain to the group why they think that answer relates to their question. The game proceeds until all the answer cards have been assigned. For follow-up homework, pupils can be given a single sheet containing the investigation details and a further sheet with the questions and answers. Label each row (one question and an answer) with a letter but jumble them up so that they do not appear in alphabetical order (e.g. 1st row is B, 2nd row is E, 3rd row is A and so on). Pupils form the loop as homework and write the sequence of letters in their books, or simply cut and paste the cards in order. Alternatively they can write sentences comprising a question with its correct answer so that they have a complete record which can be marked with comments as appropriate.
Sentence construction activities

Many pupils have difficulty constructing sentences using correct and precise scientific terminology. This does not necessarily mean that they do not know and understand the scientific ideas, simply that they have difficulty in expressing them in a way that will gain them full marks in a test. Such pupils need opportunities to practise constructing sentences orally, with support, before they can become confident enough to construct them for themselves in writing. The activities are designed to be used as whole-class oral activities, although teachers may decide to ask pupils to write the sentences down afterwards as a homework activity to consolidate the oral work. To merely set them as individual written activities would defeat the purpose. The class should be given a few minutes, working in groups of two or three, to discuss the correct sentences they could construct from the grid. The teacher can ask each group to give one example of a correct sentence, which must be different from those given already. The teacher can choose the least confident groups first to give them more chance of success, which increases the challenge for groups that join in later.
Explanations
Explaining why events happen, or why living and non-living things behave the way they do, using the key scientific ideas, is very challenging for pupils working at the border of levels 4/5. The explanation activities provide a range of science phenomena with explanations linked by the word because. Pupils should work in pairs, so that they can discuss their ideas and decide the best explanation for each phenomenon. Teachers might need to demonstrate and model the difference between a description and an explanation.
As with sentence construction activities, pupils should give their answers orally. The explanation activities are not intended as a written exercise.
Short, focused teaching sequences

Each of these activities has a clear objective. The sequences have been grouped into two sets: set A which requires minimal resource preparation; and set B which requires some resources, which should be easily available in the science department, but will have to be gathered together in readiness for the activity.
Each activity includes all instructions for the teacher. These sequences differ from the others in the 10-minute suite in that they are not based around a single resource sheet. The short, focused teaching sequences comprise: Set A (needing only minimal resource preparation) Which apparatus? Anomalous results Glossy bubbles (predicting and fair testing) James Lind (evidence and variables) Sandwiches (using correct terminology) Life processes (using correct terminology) Ice cubes (using correct terminology) Copper sulfate (using correct terminology)
Set B (needing more resource preparation) Fair testing and predicting Patterns in graphs Classification
Mini boosters
There are four mini boosters, each focused on an aspect of scientific enquiry. Each can form a single lesson or can be spread over more than one lesson. The four areas of focus are: Accuracy and reliability Evaluating a practical technique What does evidence mean? Making sense of graphical data
The notes for teachers clearly identify progression from level 4 to level 5 in the particular aspect of scientific enquiry. The National Curriculum level descriptions have been interpreted to provide details which teachers and pupils will find helpful. The mini boosters comprise notes for teachers and activities which can be used to help pupils improve their skills, knowledge and understanding. Each mini booster consists of four or five activities. If they are all used in a single lesson then the first and last have been written as a possible starter and plenary. In most cases, paper resources are provided with each mini booster. However, some activities make use of AKSIS (ASE and Kings College Science Investigations in Schools project) materials, namely, AKSIS Investigations: developing understanding in scientific enquiry (2000) and AKSIS Investigations: getting to grips with graphs (2000). Both are written by Anne Goldsworthy, Rod Watson and Valerie Wood-Robinson, and published by and available from the Association for Science Education (ASE). Where other resources are indicated these will be easily available in a science department. The notes also refer to other useful resources which include websites and relevant questions from recent Key Stage 3 test papers.
Coaching Year 9 pupils for the Key Stage 3 tests

Many pupils lose confidence in tests when faced with questions which appear complex or are set in unfamiliar contexts. They fail to do themselves justice even though their science knowledge and understanding is sufficient to answer questions correctly. Use the following hints and tips to make explicit to pupils how to read, understand and deal with test questions. Most questions have a common theme. A question is often divided into introductory information, part (a) and part (b), and sometimes parts (c) and (d). Each of these parts may be divided into sections (i) and (ii) and sometimes more. The parts are usually related by a scientific idea or theme. In many questions the context of the question changes between the sections. This can confuse pupils and as a result they do not complete the question. Advise pupils that the introductory section and part (a) including the subsections are always related. Use suitable example questions to show that the parts are always linked to each other but can be tackled one at a time. Many pupils often find the first part of the question difficult and give up at this point. Encourage pupils to read the remaining parts of the question, because they may gain confidence and then attempt the first part of the question. Advise pupils to look at the marks for each part of the question to avoid writing more than is necessary. Tell them not to get stuck on a part of the question which might only have one mark, but to move on to the next part. Childrens names are often used in questions and some may be unfamiliar to pupils from a range of ethnic backgrounds. Unfamiliar childrens names can often be confused with an unfamiliar substance or words. It is important to highlight childrens names when practising questions. It is important to encourage pupils to break down the provided information into clauses when practising test questions. Remind pupils that they have been taught about clauses during English lessons. Teach pupils that, after each clause break, they need to stop briefly and think about the information provided. Tell pupils to use diagrams, where provided, to help them understand the information. For example: Q1, 2003 paper 2, Nadia is on her bicycle (stop, think: what does this mean?) waiting to pull out from the junction. (stop, think: what does this mean?) Michael is driving his car (stop, think: what does this mean?) round the bend. (stop, think: what does that mean?) When pupils are asked to match boxes, whether text to text or text to image, it is always one to one. Pupils will lose marks by inaccurately matching boxes. In addition, encourage pupils to complete the joining of the boxes for the ones they know first, then guess the final one or two if required. It is important to tell pupils that they should always attempt these questions even if they are unsure of the answer. A good guess can gain valuable marks. Some parts of a question may be highlighted in bold print. Pupils need to know the importance of bold print. It is used to help to focus the answer. For example: Give one other answer means do not give more than one; if they do, pupils are likely to lose marks.
Show the position of the Earth three months after the planets were lined up means restrict the answer to three months, not six or twelve. Gold can be a gas or a liquid or a solid. Choose from these words to fill in the gaps means choose from the words in bold.
If one answer is required, giving additional answers, even if they are correct, will not result in additional marks being gained. When pupils provide a list of answers to a question, which includes both the correct and incorrect responses, no marks will be gained. It is also incorrect to assume that the first answer is the one that the examiner will count. If a comparative is required, e.g. bigger or biggest, no marks will be given for the answer big. It is important to write a complete sentence, which includes a comparative, e.g. As increases, also increases/decreases. Scientific answers are always required. For example, absorbed not vanish, evaporate not dried up. Other common non-scientific expressions often result in no marks being given. For example, plants feeding and drinking, enzymes being killed, plants fighting for space, sun rather than light/heat from the sun. Imprecise interpretation of graphs leads to no marks being given. For example, the line goes down rather than the temperature decreases is not acceptable. Pupils must read values from or plot values onto a graph as accurately as possible. Large blobs for points and thickly drawn lines lose marks. When representing rays of light, pupils need to be taught to use a ruler and to draw solid lines with a pencil. The use of dotted or dashed lines will result in a reduction of marks. When representing the reflection of light by a mirror, the change in direction of the ray must occur at the surface of the mirror. Where pupils do not connect the incident ray and the reflected ray they will lose marks. Pupils will lose marks for using chemical symbols when asked for word equations. If the name of a chemical is required, only the correct use of formulae, including the appropriate subscripts, will be accepted in place of the name.
Organising a revision and booster programme

A science department should start in October to plan pre-test preparation work and the organisation of revision and booster programmes. Revision programmes are wide ranging. Ideally a revision programme should provide opportunities for pupils to revisit previous learning and to make links between different areas of science including the key scientific ideas. This is particularly important where topics taught in Year 7 are not explicitly revisited in Years 8 and 9. Revision lessons should use a variety of approaches to reinforce key vocabulary, and could make use of flow charts and concept maps to make connections between the key scientific ideas.
Some suggestions for a successful booster programme

The activities below have been found to be successful in securing effective booster or revision programmes. Plan and begin to implement a revision programme, including booster activities, early in Year 9. Where possible, integrate boosters into the appropriate point in the normal series of lessons. Do not use booster lessons just at the last minute. Teach booster lessons in normal lesson time. Expose pupils to test questions little and often. This may be done as an episode of the lesson or as homework. Include coaching on examination technique. Take the opportunity to model the reading and understanding of questions, as well as how to answer them. Allow pupils to mark their own and each others work to encourage a better grasp of the assessment criteria. Teach pupils how to revise. Encourage them to use revision diaries and work to a revision plan. Make temporary timetable changes to take account of long-term staff absence. Use intervention funding to provide extra staff who can work with small target groups or cover lessons, freeing regular staff to work with target groups. Schools have drawn extra staff from traditional sources, as well as, for example, using students close to qualification, technicians, recently retired staff, members of the senior leadership team, etc. Choose the target group early and decide which achievement level you will aim at for pupils. Keep parents informed and involved from the outset. Analyse mock examination results to identify areas of weakness and take steps to address them. Pupils can help in this process and become more aware of their own weaknesses. Identify general weakness such as literacy or explaining answers and devise activities to address these across the curriculum. Use Year 8 assessment data to adjust the Year 9 curriculum to the strengths and weaknesses of the group. Mentoring, by science or other staff, can help pupils become aware of what is being done and why. It can help the motivation and engagement of pupils.
Explain the purpose of boosters and give pupils some input or choice into which ones they do. It is not suggested that all the materials in the pack should be taught to every pupil. Use internal data from school assessments to identify weak subject areas and find a booster lesson, or part of a lesson, to address them. It is not always essential to teach a whole lesson. Be selective by choosing the parts you feel are most relevant to your pupils and be prepared to amend materials so that they are well matched to the identified needs of pupils. Produce a resource pack for each booster lesson, to reduce individual teachers preparation time. Extra lessons and/or booster days can be helpful but need to be part of a carefully planned programme of support. Pupil motivation may be increased by providing free refreshments. It is important that pupils attend because they want to, not because they feel pressure to attend. Make sure you have all the booster lessons they can be downloaded from the Key Stage 3 website (www.standards.dfes.gov.uk/keystage3) in Word format to allow easy modification. Consider: supplying pupils with revision guides or workbooks from a published scheme; suspending the normal Year 9 timetable for a while before the examination to allow extra time for core subjects; suspending homework in non-core subjects. Give homework in core subjects every lesson and use supply staff to protect core staff non-lesson time, or provide extra non-lesson time to cope with additional marking.
Remember that pupils left to their own devices will concentrate on their strengths. Encourage them to revise the topics that are more challenging and provide opportunities for new learning.
Entering pupils for the correct tier test paper

Analysis of test papers and discussions with pupils indicate that the results attained by pupils can depend on the entry policy of schools. It is important to recognise the threshold marks for each tier of papers. For 2003 the published threshold marks to achieve a level 5 in the lower tier (36) papers were 104 out of 180 (58%) and in the higher tier (57) papers 42 out of 150 (28%). This is because the first questions in the 57 tier papers are aimed at level 5 and later questions at levels 6 and above. For the 36 tier papers nearly half the questions are at levels 3 and 4. When making decisions about which tier to enter pupils, the following are some considerations to bear in mind: Pupils who enter Year 7 with level 5 in science should be entered for the 57 tier papers and should be taught with this expectation during Years 7 and 8. Pupils with an average end of Key Stage 2 point score of 27 (across English, mathematics and science; level 4 equates to 27 points, level 3 to 15 points and level 5 to 33 points) should be expected to be entered for the 57 tier papers and taught with this expectation during Years 7 and 8. Pupils who just fail to reach the threshold for a level 5 on the higher tier paper are awarded level 4. Some pupils can gain confidence by responding to the early, less challenging questions asked on the lower tier (36) papers. Pupils may, however, fail to gain marks on the second half of the test paper due to fatigue or perhaps the feeling that they have done enough. In 2003 a significant proportion of pupils did not complete the 36 tier papers and therefore failed to attain at least a level 5. Some pupils entered for the 36 tier papers may need additional support using the special arrangements which are outlined in the QCA assessment and reporting arrangements: Key Stage 3: Years 7 to 9: Assessment and reporting arrangements (www.qca.org.uk/ages3-14/downloads/ks3-ara_2004.pdf).
Disclaimer The Department for Education and Skills wishes to make clear that the Department and its agents accept no responsibility for the actual content of any materials suggested as information sources in this document, whether these are in the form of printed publications or on a website. In these materials icons, logos, software products and websites are used for contextual and practical reasons. Their use should not be interpreted as an endorsement of particular companies or their products. The websites referred to in these materials existed at the time of going to print. Tutors should check all website references carefully to see if they have changed and substitute other references where appropriate.
Mini booster 1 1 of 9
Accuracy and reliability

Background
A pupil working at: Level 4
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knows that the accuracy of measurement is limited by the equipment used (e.g. mm on a ruler)
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repeats results but doesnt know why confuses accuracy with reliability (has no real understanding of what reliable means)
Level 5
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begins to appreciate that the range of data collected can affect the reliability of evidence
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understands that repeating results checks reliability knows when and when not to repeat readings
To move pupils from level 4 to level 5 1. Look at a range of measuring instruments and make judgements on how accurately you can measure with them. 2. Use model data to encourage judgements on accuracy. 3. Use model data (tables and/or graphs) to explicitly show that a limited range of data can sometimes yield unreliable evidence. 4. Use model data where results are repeated. Make sure that in the model one reading doesnt fit (is anomalous). Explicitly point out that when readings are the same or similar they support one another and are therefore considered reliable. 5. Consolidate pupils understanding by letting them carry out a simple experiment to demonstrate whether they are capable of collecting accurate and reliable results.
Suggested teaching sequence

The following activities could all be done in one lesson or split into separate activities and spread over more than one lesson. 1. To teach pupils to look at a range of measuring instruments and make judgements on how accurately you can measure with them
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Look at a range of measuring instruments, e.g. range of measuring cylinders, range of Newton meters, rulers that measure to the nearest cm and mm, trundle wheel, etc. Discuss what they are used to measure, and look at the scale to see what is the maximum the instrument will measure and what steps the scale goes up in.
Key Stage 3 National Strategy | Science intervention materials
Crown copyright 2004
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Pupils work in groups to discuss how accurately they could measure with each measuring instrument.
Use sheet 5, Which measuring instrument?, and ask pupils to decide the most appropriate measuring instrument for each task. Other examples can be added, for example, to use a voltmeter, ammeter, CRO (for sound).
2. To teach pupils to make judgements about accuracy

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Use sheets 6 and 7, How accurate?, which could be converted to OHTs. The sheets contain data on the mass of magnesium before and after heating, and on pupils running 100 m, with questions for pupils to discuss. Use this activity to explicitly illustrate that sometimes evidence can be unreliable due to limitations of the selected measuring instrument and how accurately it is able to measure. There may also be differences between similar pieces of equipment, which you can demonstrate by asking pupils to measure the same item (e.g. temperature of boiling water, weight of a 100 g mass) on a series of measuring instruments.
Discuss with pupils the meaning of accurate. First, there is accuracy of the measuring instrument and pupils need to select equipment with the right degree of precision for an investigation this links with the activity above. Second, it can be difficult to measure accurately due to the conditions, e.g. the height a ball bounces or the extension of a spring that wobbles.
Use AKSIS Investigations: developing understanding in scientific enquiry, pp. 9698.
3. To teach pupils that a limited range of data can sometimes yield unreliable evidence
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Look at sheet 8, Making cheese. Ask pupils to discuss in pairs any simple conclusions that they can draw from groups 1, 2 and 3 What do their results tell them? This is a good opportunity for pupils to revisit fair testing and the key words independent and dependent variables by asking: What is the independent variable? What is the dependent variable? What things (variables) should they keep the same?
Pupils also have the opportunity to practise describing the relationships between the variables. Make explicit that groups 1 and 2 would draw different conclusions to group 3 due to number and range of measurements. One aspect of reliability therefore is to collect sufficient evidence.
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Discuss with pupils the meaning of reliable evidence. If results are reliable, then every time the experiment is repeated, the results are exactly the same. Sometimes reliable results can be inaccurate if the measuring equipment is faulty.
Mini booster 1 1 of 4 3 9
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Refer to AKSIS Investigations: developing understanding in scientific enquiry, pp. 99101.
4. To teach pupils that repeat readings are useful to judge the reliability of results
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Use sheet 9, Stretching a spring again, this could be converted to an OHT. You may wish to have equipment available to demonstrate briefly what the pupils did in their experiment. Use this to explicitly illustrate when results support each other (are reliable) and when they are not. Discuss how close results need to be to be considered close enough to each other. This will be brought out when pupils discuss the table, where they have to decide whether results are reliable or not.
Pose the question: What could we do about the unreliable result? Suggestions should include repeating a third time, comparing this to the other two, identifying anomaly, judging which numbers to include in the average.
Refer to AKSIS Investigations: developing understanding in scientific enquiry, pp. 6568, on taking repeat readings.
5. To consolidate that pupils have understood accurate and reliable Choose a simple experiment (friction is a good one) and ask pupils to collect results that they consider both accurate and reliable. You could give them a checklist or use discussion to generate a class checklist which will help them justify the accuracy and reliablity of their results. For example:
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Have they selected the most appropriate measuring instrument? Have they measured as accurately as they can with the apparatus chosen? Have they repeated all readings twice, and repeated a third time only when a result seems odd?
Have they collected sufficient evidence to be able to look for trends or patterns or to answer the question?
Relevant Key Stage 3 national test questions

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2003 paper 1, tier 36 question 8 Selecting equipment, predicting and considering results
2003 paper 1, tier 36 question 12; tier 57 question 2 Considering results
2001 paper 1, tier 36 question 4
Which measuring instrument?

What would you use to measure 1. your mass? 2. the diameter of your head? 3. the mass of a bean seed? 4. 10.5 g of rock salt? 5. the distance across the school field? 6. 1 cm3 of alcohol? 7. 250 cm3 of water? 8. the weight of an apple? 9. the change in temperature in the classroom over a weekend? 10. your body temperature? 11. the time it takes for your pulse to return to normal after exercise? 12. the time every 2 minutes so that you can take the temperature of the water as it cools? 13. the amount of air in your lungs? 14. the pH of the pond water? 15. the amount of light under a tree? 16. the height of a plant every day? 17. the mass of a slice of cucumber before and after it is dried? 18. different volumes of water from 10 to 100 cm3? 19. the length of a woodlouse? 20. the brightness of a light bulb? 21. the time for a spinner or parachute (made in the classroom) to fall? 22. how far an object slides on different ramps? 23. the length of dandelion leaves? 24. 0.5 g of copper sulfate? 25. the number of seconds a pendulum swings for?
How accurate?
1 Burning magnesium Two groups of pupils used balances to find the mass of magnesium powder at the start of an experiment and then after they had burnt it in air. Group 1 Mass of magnesium at the start = 1.2 g at the end = 1.2 g Group 2 Mass of magnesium at the start = 1.19 g at the end = 1.24 g Some questions about these results
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Do you think the two groups used the same balance? Can you explain your answer?
Do the results tell you the same thing? Do they show any change in the mass of magnesium?
Why did group 1 get the same readings before and after heating the magnesium?
Why did group 2 get different readings even though they were doing the same experiment?
Which groups results gave the most accurate result and why?
2 Running 100 metres Four pupils decided to use three different stop-watches for the same race. They wanted to see if the type of stop-watch they used to measure the time it took them to run 100 m really made a difference to their results. This is what they found out. Results 1 100 m dash Pupil in class Sian Chris Des Phil Time (seconds) 14 14 15 14 Results 2 100 m dash Pupil in class Sian Chris Des Phil Time (seconds) 14.4 14.1 14.6 14.1 Results 3 100 m dash Pupil in class Sian Chris Des Phil Time (seconds) 14.42 14.13 14.62 14.08
Some questions about these results

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What do you think were the differences between the three stop-watches? Who ran the fastest in each race? Did the type of stop-watch make any difference to deciding the winner?
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Who came second in each race? Did the type of stop-watch make any difference to deciding who came second?
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How did you decide who came second? Which do you think was the best stop-watch to use for this investigation and why?
Making Cheese
Farmer Stilton makes cheese on his farm by reacting milk, collected from his cows, with a chemical called Maxiren. He wanted to know the answer to this question: How does the temperature of the milk affect the amount of cheese made? Three groups of Year 9 students did an experiment to find out. Here are their results. Group 1 took two readings Temperature of milk (C) 20 40 What do their results tell them? Mass of cheese (g) 1.4 2.9
Group 2 took four readings Temperature of milk (C) 10 20 30 40 What do their results tell them? Try to sketch the shape of the graph of these results. Group 3 took eight readings Temperature of milk (C) 10 20 30 40 50 60 70 80 What do their results tell them? Try to sketch the shape of the graph of these results.
Key Stage 3 National Strategy | Science intervention materials Crown copyright 2004
Mass of cheese (g) 0.5 1.4 2.2 2.9
Mass of cheese (g) 0.4 1.2 2.3 3.0 2.4 1.5 0.7 0.0
Stretching a Spring Stretching a Spring

Pupils hung different masses on the end of a spring and measured how much the spring stretched. Three groups did the same thing, using similar equipment. This is what they found. Mass (in grams) Group 1 0 10 20 30 40
I I I
Group 2 2.4 3.1 4.1 3.9 4.5
Group 3 2.4 3.0 3.6 4.1 4.5
2 3 4 4 5
What was the general trend as more masses were added to the spring? Is that the same trend for every group? Look at the results for each mass across the three groups. If the results from all three groups are close then we could say that the results are reliable. Use the table below and decide whether the results from all three groups are reliable or unreliable for each mass and why you think that.
Mass used 0 10 20 30 40
Tick for reliable; cross for unreliable
Why did you make that decision?
How do you think you could make the results from this investigation more reliable? Can you explain your answer?
Do any of the results seem odd? How do you think you could find out whether the result is reliable?
Evaluating a practical technique

Background
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can suggest improvements to their work, giving reasons
Level 5
I
makes practical suggestions about how their working methods can be improved
To move pupils from level 4 to level 5 1. Revisit work done on accuracy, reliability and anomalous results. 2. Ensure that pupils can successfully identify odd-looking results (anomalies). 3. Look for practical and/or procedural reasons for anomalies. 4. Look for practical suggestions to improve procedure. 5. Decide whether the anomaly is an under- or over-estimate of what was expected. 6. Decide which suggested reasons for anomalies or suggestions for improvements best explain the results obtained.

The following activities could all be done in one lesson or split into separate activities and spread over more than one lesson. 1. To teach pupils how to judge reliability of results and identify any anomalies Ask pupils to discuss the reliability of the model results on Dissolving salt (sheet 4) in pairs, and to pick out any odd-looking results (anomalies). It is important that pupils articulate why the result is anomalous. Pairs could join as a foursome to refine their answer before they feed back to the group. 2. To teach pupils how to explain anomalies and suggest improvements to remedy them After pupils have identified the anomaly they need to start looking for practical reasons for its occurrence. To support this, use a series of cards (such as on sheet 5, Explanation cards). Pupils can work in pairs to sort the cards into does explain unreliability, doesnt explain unreliability and not sure. Pairs can then share their answers in a foursome before feeding back to the group. Blank cards are for pupils to add their own ideas.
Mini booster 2 booster 2 5 1 of 4
Pupils will then need to make practical suggestions about how their procedure can be improved. This is best done through group discussion it will probably be easier for pupils to remain in their fours. Some groups may need support. For example, teachers may provide suggested improvements on clue cards and ask pupils to match these with the appropriate explanation cards. Sheet 5 contains some examples as a start. A list of sensible improvements should be recorded. In their fours, pupils make judgements on whether the accepted explanations would lead to an under- or over-estimate. In their fours pupils look at the results of the first activity and choose at least one explanation for the anomaly and a suggested improvement to remedy it. 3. To teach pupils to select the most appropriate measuring instruments for common practical work Pupils discuss in groups the most appropriate instrument to use to take particular measurements. This links back to mini booster 1, Accuracy and reliability. It also gives an opportunity to revisit common practicals. Possible suggestions are: Common practical Burning Mg (gain in mass) Measuring the distance when calculating the speed of sound Measuring the amount of food when doing food tests Measuring the effect of light on photosynthesis Measuring oxygen released during photosynthesis Measuring the amount of iodine solution when testing for starch Measuring the amount of sodium hydroxide required to neutralise 20 ml of hydrochloric acid Time for an athlete to run 100 m Choice of apparatus A balance that measures to the nearest 1 g, 0.1 g, 0.001 g A 30 cm ruler, a metre ruler, a trundle wheel Balance to the nearest 1 g, balance to the nearest 0.1 g, spatula Light meter (data logging) Light room compared to dark room Gas jar or test-tube Beaker, 10 ml measuring cylinder, teat pipette Beaker, 100 ml measuring cylinder, 10 ml measuring cylinder To the nearest second, nearest 1/10th of a second, nearest 1/100th of a second
4. To teach pupils to evaluate a set of results Using dissolving salt data (sheet 4), ask pupils in pairs to answer the following questions:
I I I
What do you think the pupils used to measure the salt? How accurate is it? How much water should they use? (Give pupils an opportunity to measure out an actual amount of salt to support them with choosing an appropriate amount of water.)
What should they use to measure the water?
Relevant Key Stage 3 national test question

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2003 paper 2, tier 36 question 15; tier 57 question 6 Identification and explanation of anomalous results
Dissolving salt
Two groups of pupils were trying to find out how much salt dissolved at different temperatures. This is what they found out. Temperature in C 30 40 50 60 70 80
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Group 1
Group 2
Average grams of salt dissolved 1.7 2.0 3.1 3.3 4.6 5.9
1.7 g salt 1.9 g salt 2.2 g salt 3.3 g salt 4.7 g salt 6.0 g salt
1.7 g salt 2.1 g salt 4.0 g salt 3.3 g salt 4.5 g salt 5.8 g salt
Can you spot the odd (anomalous) result? What do you think would be a more accurate result? If you use this, more accurate, result, what happens to the average?
Explanation cards
We spilt some salt on the bench
I would have preferred to work with someone else
We spilt some water on the bench
It was sunny outside
We didnt make sure all the salt had dissolved before we added some more The water started to cool down before we could add the salt
My teacher was in a bad mood
We shook up the test-tube instead of stirring it
Possible statements to match with explanation cards Use a funnel Use a dry funnel Make sure the solution looks clear Use a measuring cylinder Use a water bath
What do we mean by evidence?

Background
The following point needs to be made explicit to pupils
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Evidence is the outcome from measurements (data as in tables, graphs) and observations
We use evidence to:

I I I I I
support or challenge an idea/prediction/theory/hypothesis/model make links identify differences decide whether something is changing over time raise questions for further investigations

I
can suggest what to collect as evidence to challenge or support an idea/prediction/theory/hypothesis/model
can decide if they have enough readings to make an informed judgement about pattern or cause and effect
Level 5
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is able to discriminate between relevant and irrelevant evidence and to distinguish between fact and opinion
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decides whether the evidence found was sufficiently accurate and/or reliable decides whether the evidence is secure because of sufficient range and sample size, or not
To move pupils from level 4 to level 5 1. Teach pupils to make sensible decisions about what evidence to collect. 2. Teach pupils how to decide whether they have sufficient data and a suitable range of data. 3. Teach pupils how to decide if something is evidence or just true but not helpful. 4. Teach pupils to begin to distinguish between fact and opinion.

The following activities could all be done in one lesson or split into separate activities and spread over more than one lesson. 1. To teach pupils to make sensible decisions about what evidence to collect
I
Discuss with pupils what evidence scientists need and where they get it from. Use the exercise Is this evidence? (sheet 5) to prompt discussion.
Give pupils the exercise What evidence do I need? (sheet 6) where they have to decide what they could measure or observe to provide the evidence for the investigation. The activity could be done in small groups and answers written on the sheet, or the investigations could be put onto OHT and discussed one at a time in small groups. Other investigations could be used that pupils may be more familiar with. In each case collect answers from each group and discuss differences of opinion across the whole class. Ask the following types of question: Were some investigations easier to decide about than others? What made some easier to decide? What helped you to decide what to measure or observe? Were there any clues in the title of the investigation? Did you feel you needed more information to help you? What sort of information do you think would be helpful?
Give pupils the exercise The right evidence? (sheet 7) where they discuss whether the pupils in each example were collecting the right evidence. These examples could be given as a printed sheet or used as an OHT. In each case there should be feedback from groups and wholeclass discussion, especially if there is a difference of opinion. You could ask the following types of question: What helped you to decide if the pupils were collecting the right or wrong evidence? If you dont think they were collecting the right evidence, what would you suggest they ought to do? Why do you think they might have picked the wrong thing to measure or observe? Could the pupils have collected other evidence that would have been just as useful?
Mini booster 3 3 of 11 1 of 4
2. To teach pupils how to decide if they have sufficient data or a suitable range of data
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Use AKSIS Investigations: developing understanding in scientific enquiry, pp. 5055, if you are looking at evidence for fair tests not involving living things.
Use AKSIS Investigations: developing understanding in scientific enquiry, pp. 5662, if you are looking for evidence for fair tests or pattern seeking with living things.
You can use the above activities to create some prompts for pupils to consider when they are planning to collect evidence, or use sheet 8, Getting useful evidence. Pupils can then review their own investigations (or copy some from other classes if that is less threatening) and consider whether the evidence they collected was useful.
3. To teach pupils how to decide if something is evidence or just true but not helpful
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Use the evidence cards from the Scientific enquiry unit on smoking (task J, page 101) (Scientific enquiry: resources pack for participants, DfES 0391/2002).
Use sheet 9, Which statements support the view that the Earth is spherical?
Use the Upd8 material from the ASE website (www.ase.org.uk), e.g. Global Warming use the cards to decide if the statements are evidence for global warming, or Shuttle Disaster read this and highlight statements that are true but are not evidence for the disaster.
4. To teach pupils to begin to distinguish between fact and opinion

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Discuss with pupils the difference between fact and opinion, i.e. facts are backed up by evidence. For example, many pupils think that evolution is a fact when it is only a theory. Facts and opinions are often intermingled in books to try to make a text more accessible.
Use sheet 10, Fact or opinion?, with pupils. This article is taken from Upd8 which is available on the ASE website. The site has further articles which could be used in the same way.
I
Use newspaper articles or information from the Internet to get pupils to look at conflicting evidence. The BBC website is useful here (www.bbc.co.uk/science/hottopics). The example on sheet 11, Are mobile phones dangerous?, contains statements for and against this question. Pupils can decide which of these are fact and which are opinion.
Relevant Key Stage 3 national test question

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2003 paper 1, tier 36 question 2 Using results to decide whether a conclusion is true, false, or you cannot tell
Is this evidence?
I I I I I I I I I I I I I
An experiment carried out by a famous scientist A table of results What my dad said when I asked him A graph An experiment carried out by me A newspaper article An interview with a professor on the radio What is written in my science textbook What my teacher told me What I found on the Internet A survey I did in school What my best friend told me A science-based television programme
What evidence do I need?

In your group, read each question to investigate and decide what could be measured or observed to provide evidence to help answer the question. Question to investigate What could I measure or observe to provide the evidence to help answer the question?
Will the temperature of the water make a difference to how much salt dissolves?
What happens when acid is added to different metals?
Which type of sugar is best for pollen tube growth?
Will the number of coils of wire make a difference to the strength of the electromagnet?
Does hearing range decrease with age?
Which is the best fuel to burn?
What conditions do woodlice prefer?
Does the number of layers of insulation affect how quickly the water cools down?
The right evidence?

1. Pupils wanted to find out if people with the longest arms could throw a bean bag the furthest. They measured the length of peoples arms and how heavy the bean bag was. 2. Pupils wanted to find out how much water there is in an apple. They timed how long it took for the apple to cook. 3. Pupils wanted to see if different soils soaked up (absorbed) the same amount of water. They used the same amount of water each time and measured how much water dripped through the soil. 4. Pupils wanted to find out whether different coloured objects were the same colour when they looked at them in beams of different coloured light. They drew what the object looked like in each light beam and coloured it in. 5. Pupils wanted to find out if more dandelions grew on rough ground than on the school field. They counted the number of leaves each dandelion had. They looked to see if the dandelions on the rough ground had more leaves. 6. Pupils wanted to know if more sugar made yeast grow faster. They measured the height of froth on the yeast after 30 minutes. 7. Pupils wanted to find out if plants grew faster when they were given fertiliser. They tested a leaf from each plant to see if it contained starch. 8. Pupils wanted to find out if acids affected metals. They measured the pH of the acid to see if it was nearer to pH 1 or to pH 7.
Getting useful evidence

Some questions to ask when planning what evidence to collect during scientific enquiry, including investigations For a fair test investigation (but not with living things)
I I I I
Have I got enough values to show a pattern? Are the values spread out enough to show a difference? Are the values going up in equal steps to make it easier to see a pattern? Are there any values that are not helpful?
For investigations with living things

I I
Is my sample size too small? Is my sample size too big because it will take too long to collect the evidence?
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Am I taking my samples from different places? Am I taking my samples fairly?
Which statements support the view that the Earth is spherical?

Read each statement and decide whether it is evidence which helps or does not help to decide if the Earth is spherical.
When ships sail towards you, the mast appears first
The Earth has a magnetic field
The Earth looks spherical when viewed from space
If you travel west you get back to where you started
The Sun travels across the sky in the same direction every day
The Earth takes a year to travel round the Sun
Globes are spherical
The Moon and the Sun look round
People dont fall off the Earth when they travel a long distance
The Earth spins on its axis
Fact or opinion?
Highlight in yellow any statements that are facts. Highlight in red any statements that are opinion. The last bananas Bananas are under threat from a deadly fungus called Black Sigatoka, which damages the fruit and kills the plants within a couple of years. The banana industry could die completely within 10 years. All fruits are attacked by pests and disease. But other plants have a weapon sexual reproduction. This gives rise to new genes which can protect the plant against invaders. The banana is different. It has no seeds or pollen, and so does not reproduce itself. It has no way to evolve ways to resist disease. How do we get new banana plants? By taking cuttings from the stems of the old plant and replanting them. Every banana you eat is genetically the same. There are some varieties of banana which can reproduce sexually. But they have hard seeds and are unpleasant to eat. It is the mutant bananas, with delicious fruit but no seeds, that people have enjoyed since the Stone Age. To fight the fungus, growers have been spraying banana plants up to 40 times a year. But the chemicals cause problems. In Costa Rica, one-fifth of male banana workers are now sterile.
Are mobile phones dangerous?

The statements below provide a case against the use of mobile phones (Yes) and support the use of mobile phones (No). Decide which statements are fact and which are fiction.
Yes Radiowaves given off by mobiles can heat up body tissue, having damaging effects Magnetic fields created by mobile phones can affect the way that your body cells work People who make long mobile phone calls sometimes complain of fatigue, headaches and loss of concentration Mobile phone users are 2.5 times more likely to develop cancer in areas of the brain adjacent to their phone ears The International Agency for Research on Cancer found a link between childhood cancer and power lines. Like mobile phones, power lines also emit radiation Radiofrequency waves similar to those in mobile phones altered the worms
No Radiowaves are not powerful enough to cause heat damage to the body The magnetic fields are incredibly small, and so unlikely to affect cells in our body The same results have never been reported in laboratory conditions and may be due to other factors in modern lifestyles Researchers admit its unclear this increase is linked to using mobiles
The radiation produced by power lines is a different kind of radiation, with much more energy than that coming from mobile phones Worms are not humans; there is no guarantee that our brain cells will behave in the same way
Making sense of graphical data

Background
Make explicit to pupils:
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What is a graph for? It is a way of presenting and reporting data. A graph can also help us determine if there are any changes in a variable over a period of time. A graph can be seen as a story board, but instead of using words to tell us what is going on it uses shape.
Why is a graph used and not just tabulated data? It is often easier to see patterns and trends by using a graph to show results of an experiment. By drawing the graph you can find unknown data, predict what next?, decide if you have enough evidence to answer a question, and make a judgement.

I I I
independently plots bar charts plots a simple line graph (maximum 5 points) when given the axes reads data off the graph using either marked points or halfway points on the scale
states a pattern shown by bar chart or line graph, using the appropriate language
Level 5
I I I I
plots a simple line graph using a whole number scale independently reads data from any point on the scale states the relationship shown by the graph using appropriate language spots the unlikely result on the graph and gives a simple explanation or reason for this
To move pupils from level 4 to level 5 1. Teach pupils which axis represents which factor or variable. 2. Teach pupils the vocabulary of graphs, e.g. axis, horizontal, vertical, origin, line and bar. 3. Teach pupils how to read a graph and ways to describe what a graph is showing, e.g. increase, decrease, no change. 4. Teach pupils how to construct a suitable scale for a given set of data. 5. Teach pupils how to read more complex graphs by breaking them into discrete sections.

The following activities could all be done in one lesson or split into separate activities and spread over more than one lesson. 1. To teach pupils which axis represents which factor or variable
I
Use part of the activity on page 6 of AKSIS Investigation: getting to grips with graphs.
Use the obtaining evidence section from the Scientific enquiry posters to show which axis is which. This can be displayed on the wall for reference.
Use sheet 5, Which axis?, where pupils are asked to label x and y axes correctly according to a table of results. No scales are needed. The exercises can be put on OHT, and other examples can be used.
2. To teach pupils the vocabulary of graphs

I
Use sheet 6, Matching game for teaching graphical vocabulary, to reinforce understanding of the following terms: axes, horizontal axis, vertical axis, origin, scale, independent variable, dependent variable. The words and definitions are cut up and pupils are asked to match them.
Give pupils a selection of different graphs (e.g. booster S13 from Year 9 booster kit: science supplement, DfES 0017/2002) and ask them to decide which is which and what clues made them secure about their judgements for example, a bar chart, line graph, scattergram, pie chart, stick graph.
Ask pupils to label horizontal and vertical axes, origin, factors that are being changed (independent variable) and those factors that are being measured (dependent variable) on each of the graph types. Make the point that pie charts do not have these and explore why.
To help pupils decide when to use a line graph or bar chart use AKSIS Investigation: getting to grips with graphs, pp. 4043.
There is often confusion about bar charts and histograms. A bar chart is where the independent variable is categoric and stated in words. A histogram is where the independent variable is a number but the numbers are grouped to show the pattern more clearly. For example, when measuring the heights of all the class these may be grouped into categories such as 140149 cm, 150159 cm, and so on, and displayed as a histogram.
A scattergram or scattergraph is a type of line graph where for any independent variable value there is a range of dependent variable values. It doesnt give a nice straight line but a suggestion of a trend or correlation. 3. To teach pupils how to read a graph and to describe what a graph is showing
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Use the What does the line mean? exercise (sheets 7 and 8) to introduce pupils to the fact that the shape of the line is important and provides important information. Coloured pens or crayons will be needed red, green, orange. Pupils should discuss in groups and then go over this as a whole class to clarify thinking behind decisions. Emphasise what the steepness of the graph is showing.
Use AKSIS Investigation: getting to grips with graphs, pp. 2631, which helps pupils describe patterns and relationships.
Use sheets 9 and 10, Tell the story of the line, and ask pupils to say what is happening for each line, this time in terms of the variables, for example: Graph 1 the bean plant gets taller as time goes on; Graph 3 the pupa stays the same length as it develops.
4. To teach pupils how to construct a suitable scale for a given set of data
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Use AKSIS Investigation: getting to grips with graphs, pp. 4455. Give pupils tables of results and ask them to decide on the scale they would use for each set of data.
5. Teach pupils how to read more complex graphs by breaking them into discrete sections
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Demonstrate how a line graph can sometimes have a change in it, and at that point the graph could be sectioned to give two or three distinct parts to the graph. (Start with two-section graphs, then progress to three, and so on.) Based on earlier work, pupils should be able to describe what each section is showing and then sequence the sections to tell the whole story. Give pupils sheet 11, Two-part stories and three-part stories or display as an OHT, and let them try the examples.
Emphasise to pupils the need to start reading the line graph on the lefthand side just like reading a sentence. Compare with a bar chart where it doesnt matter about beginning on the left-hand side as the categories are not linked.
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Encourage pupils to avoid the it word, and to state what is increasing, decreasing, or staying the same. Start with examples where both variables increase or decrease in relation to each other and then move to inverse relationships where, as one variable increases, the other decreases.
Other useful ideas

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Cognitive Acceleration in Science Education (CASE) Lesson 1 helps pupils to practise identifying variables and assigning them values (Thinking Science, 3rd edition (2001), the materials of the CASE project, by Philip Adey, Michael Shayer and Carolyn Yates. Nelson Thornes. ISBN 0174387547).
Use national science test questions which contain tabulated or graphical data and ask pupils to identify which variable has been changed, which variable is being measured and how they would measure that variable.
Relevant Key Stage 3 national test questions

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2003 paper 1, tier 36 question 7 Reading and interpreting graphs
2003 paper 1, tier 36 question 9 Using a bar chart to identify and describe information
2003 paper 2, tier 36 question 5; tier 57 question 6 Draw a smooth curve on the graph
Which axis?
For each example, use the table of results to label the X and Y axes correctly. 1. Type of plastic bag Number of bags of sugar to break it 5 3 9
White Green Yellow 2.
X
Type of plant Height it grew to (cm) 3 14 45 7
Cress Bean Sunflower Radish 3.
X
Amount of salt (g) 10 20 30 40 4. Time to dissolve (sec) 32 51 69 123
X
Temperature of water ( C) 30 40 50 60 5. Time to melt ice cube (min) 32 26 17 9
X
Angle of ramp Distance car went (cm) 23 38 55 76
20 30 40 50
X
Matching game for teaching graphical vocabulary
Horizontal axis Vertical axis Axes Scale Independent variable Dependent variable Origin
The bottom of the bar chart or line graph The line on the left-hand side of the bar chart or line graph that goes up
More than one axis
The numbers on an axis that go up in equal amounts What is changed in a fair test investigation What is measured or observed in a fair test investigation The point where the horizontal and vertical axes meet
What does the line mean?

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If the line goes through the origin, circle this in red. Mark any graph with a capital I if you think the line shows that something is increasing. Be prepared to explain your thinking.
Mark any graph with a capital D if you think the line shows that something is decreasing. Be prepared to explain your thinking.
Put a green circle on a graph line where you think something might have changed suddenly.
Use an orange circle to show where something might not be changing at all during the experiment.
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What do you think a steep line might be showing? What do you think an almost flat line might be showing?
What does the line mean?
Tell the story of the line
1
Height of bean plant
Time
2
Length of spring
Mass added
Length of pupa
Number of days
4
Amount of water left
Number of days
5
Thickness of eggshell
Amount of pesticide
Amount of gas produced by yeast
Temperature
Split the line into either two or three sections. Describe what is happening in each small section and then put the sections together to tell the whole story.
Two-part stories
Three-part stories
Key idea loop cards 1 of 6
Cells
Cell Cell membrane Cell wall Chloroplast Cytoplasm Microscope Nucleus Organ Tissue Vacuole
Space filled with cell sap in the cytoplasm of a plant cell The building blocks of living things Thin layer surrounding the cell, which controls what passes in or out of the cell Outer supporting layer of a plant cell Tiny structure containing chlorophyll found inside plant cell The material inside a cell where most chemical reactions happen An instrument that allows you to see very small objects by magnifying them The part of a cell which controls what happens in the cell Structure in a plant or animal, made up from several different tissues A group of similar cells doing the same job
Interdependence
Secondary consumer Hibernation Migration Producer Primary consumer Predator Prey Food chain Food web Habitat
The place where organisms live
The third organism in a food chain A period of time when an animal is dormant Moving to a different place in order to breed, or find food Organism at the start of a food chain
Another name for a herbivore
Animal that hunts other animals
Animal that is hunted by other animals Shows the transfer of energy from one organism to another
Shows how food chains link together
Particles
they are smaller than other particles the particles are tightly linked together the particles can move over each other the particles can very easily move apart the particles vibrate more and get slightly further apart the particles are closer together in liquids the particles have to move through the spaces between the air particles some of the particles become free to move about water particles escape into the air the sugar particles are spread out among the water particles
The shape of a solid is fixed because Liquids are stored in a container because
Gases spread out because
Solids expand when heated because Liquids take up less space than gases because
Smells spread out slowly because
Ice cream goes runny when it melts because
Puddles evaporate because
Sugar is invisible when it dissolves because
Some particles can move through a cell membrane because
Forces
air resistance pull newtonmeter gravity newtons kilograms less than on earth the same as on earth one sixth as much as I do on earth friction
A force can be a push or a _____ To measure forces we use a _____ Our weight is a force caused by _____
Forces are measured in _____
Mass is measured in _____
On the moon gravity is _____
On the moon my mass would be _____ On the moon I would weigh _____ A force that tries to stop things moving is _____
The force that helps a parachute slow down its fall is _____
Energy transfers
Heating Temperature Light Sound Thermal conductors Thermal insulators Electric currents A force Chemical reactions Energy
This cannot be made or destroyed, only transferred from one place or object to another. A word for energy transfer from a hot object to a cooler one. This is a measure of how hot or cold something is. This transfers energy from a source to an object then to our eyes so we can see it. This transfers energy to our ears by vibrations so we can hear things. These materials transfer energy easily by heating. These materials slow down energy transfer. These transfer energy from a cell, battery or generator around an electric circuit. This transfers energy to an object when it moves.
These are needed to transfer energy stored in foods and fuels.
Scientific enquiry
cm cm2 N/cm2 cm3 A J N C pH km/hour
(matching units to measurements)
The speed of a train
Length of an earthworm
The area of a shoe in contact with the ground The pressure exerted by a force over a specified area The volume of copper sulfate solution at the start of an experiment
The current in an electric circuit
The amount of energy transferred in an activity
The force acting on something
The temperature of a beaker of water
The acidity or alkalinity of a solution
Structured teaching sequence Set A 1.1
Which apparatus?
Objectives
To recall and reinforce:
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the selection of appropriate scientific equipment for a task the selection of the most precise measuring instrument
ACTIVITY 1
Resources
Either (for more visual learners) OHT/PowerPoint slide showing six different kinds of measuring instrument, e.g. a thermometer, ammeter, measuring cylinder, force meter, ruler and top-pan balance, labelled A, B, C, D, E and F, respectively Or (for more kinaesthetic learners) an exhibition of one example of each measuring instrument (per class or group), labelled A, B, C, D, E and F Pupil whiteboards (or white paper)
Teacher role
The teacher points to each piece of apparatus and asks pupils to name the apparatus. Then the teacher provides the following scenarios and pupils write the appropriate letter on the whiteboard and show it on the count of three. I want to measure: 1. the length of this bench. 2. the temperature of water in a water bath before carrying out an experiment on solubility. 3. the weight of my school bag. 4. the current that flows when my Christmas tree lights are turned on. 5. the volume of acid to use in an investigation of indigestion mixtures. 6. the mass of glucose to use in an investigation about foods.
ACTIVITY 2
Resources
Either (for more visual learners) OHT/PowerPoint slide showing a selection of five instruments for measuring volume, e.g. a 500 ml beaker, a 100 ml measuring cylinder, a 25 ml measuring cylinder, a 10 ml syringe and a 5 ml syringe, labelled A, B, C, D and E, respectively Or (for more kinaesthetic learners) a display of one example of each measuring instrument (per class or group), labelled A, B, C, D and E Pupil whiteboards (or white paper)
Teacher role
The teacher asks what kind of purpose each measuring instrument is designed for. Then the teacher provides the following scenarios and pupils write the appropriate letter on the whiteboard and show it on the count of three. I want to measure: 7. 0.5 ml of Universal Indicator. 8. 1 litre of Wonder Grow fertiliser for my garden. (Note: pupils should be challenged to think about how many times the beaker should be used.) 9. 18 ml of acid for an investigation to find the effect of different acid concentrations on calcium carbonate. 10. 74.5 ml of alkali to repeat a neutralisation experiment without using indicator. 11. 4 ml of ethanoic acid.
Anomalous results
Objectives
To recall and reinforce the skills of:
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drawing curves of best fit on graphs spotting anomalous results spotting trends in graphical data
Resources
Sheet 2.3, copied and cut in half, sufficient for one graph per pupil. The graph is taken from the 2003 Key Stage 3 national test, paper 2, tier 36 question 15; tier 57 question 6 Jar of copper sulfate crystals Beaker of water
Teaching sequence
1. Say Im going to tell you about an experiment that another group of pupils carried out. They came up against a problem and I want to see if you can sort it out. Their experiment involved dissolving copper sulfate crystals in water. 2. Show jar of crystals and beaker of water. 3. Say What do you think happened when they kept adding more crystals and stirring? 4. Elicit response of saturation. 5. Say They repeated this experiment with water that was warmer. What do you think happened to the amount of copper sulfate that they could dissolve? 6. Elicit response of greater amount. 7. Say Here is a copy of the graph they drew of their results. Pass copies of graph round and talk pupils through graph, explaining that each point represents one experiment. 8. Display these tasks: Circle the anomalous result. Draw a smooth curve of best fit on the graph. Use the graph to predict a more likely measurement of mass for the anomalous result. Suggest a mistake that might be responsible for the anomalous result.
9. Discuss pupil responses and draw out the points that: Curves of best fit ignore anomalies. Curves of best fit are smooth and follow the trend of the points. Curves of best fit facilitate the prediction of other data values.
mass of dissolved copper sulfate crystals, in g
mass of dissolved copper sulfate crystals, in g
Glossy bubbles
Objectives
To recall and reinforce the skills of:
I I I
predicting the outcome of experiments fair testing selecting suitable ranges of variables
Resources
Glossy bubbles poster (sheet 3.3) Three test-tubes with bungs, each containing a solution of washing-up liquid in such a quantity that shaking it will cause it to froth over, labelled Glossy, Shine and Fresh, respectively Three similarly labelled and bunged test-tubes, set up with less solution so that each will froth by a different amount when shaken Questions on OHT or PowerPoint for step 3 Pupil whiteboards or white paper (optional)
Teaching sequence
1. Display poster, OHT or PowerPoint image of Glossy bubbles advertisement, Glossy makes more bubbles. 2. Say I saw this advertisement the other day and decided to see if it was true. Im going to compare it with Shine and Fresh. Ive got a test-tube of each here and Im going to shake them up. 3. Display questions: What will we see if the results of the test support the claim on the poster? Why did I put the same volume of washing-up liquid in each test-tube? Lets say that when I shook them up they all frothed over. Why would this be a problem? 4. Ask pupils to discuss answers in small groups and draft responses, possibly working in small groups with pupil whiteboards or white paper. 5. Take responses in class discussion, asking for individuals to read out answers and for others to comment. 6. After taking responses to step 5, the teacher shakes one test-tube and volunteers shake the other two. They all froth over. 7. Ask What does this tell us about which detergent is the best at producing bubbles? and How do I need to modify my experiment?
8. Say These are three test-tubes containing a more suitable amount of liquid. Lets try these. The test-tubes are shaken and produce different quantities of froth. 9. Say What have we learnt from this activity? Elicit responses of experimental design, using a trial run, fair testing, using evidence to draw conclusions, etc.
Glossy makes more bubbles
James Lind
Objectives
I I I
using evidence to support predictions identifying independent and dependent variables interpreting, from a written account, the nature of a scientific investigation
Resources
Six empty plastic cups, labelled: apple cider dilute sulphuric acid as a gargle 2 teaspoons of vinegar half a pint of sea water 2 oranges and a lemon herbs, spices and acidified barley water
OHT or PowerPoint of sheet 4.3, which is taken from the 2003 Key Stage 3 national test, paper 2, tier 36 question 13; tier 57 question 4 (Only for optional extension) OHT or PowerPoint of sheet 4.4, from the 2003 Key Stage 3 national test, paper 2, tier 36 question 13(c); tier 57 question 4(c) Citric acid
Teaching sequence
1. Say Im going to tell you a story, and then Im going to ask you some questions about it, so listen carefully! 2. Say My name is James Lind, Im a doctor and I lived a long time ago. Many sailors on board the slow wooden ships we used caught scurvy, a horrible disease that includes mouth sores, loss of teeth and swollen gums. I have a theory, an idea an hypothesis! I think that acids all acids cure scurvy. Im going to do an experiment to test out my idea. For my experiment I will need six volunteers. 3. Six volunteers are brought out. 4. Say You are all going to play the part of sailors who have scurvy. Im going to try and cure you. Im going to give each of you some acid to drink! But each one will be given a different acid.
Structured teaching sequence Set A 1.1 4.2
5. Give each pupil an empty plastic cup to pretend to drink from. Each cup is clearly labelled with the acid it contains. Explain that we are not going to actually try this because some acids are actually quite dangerous. 6. Say Im going to come back and examine you all in a weeks time to see if youve been cured. Goodbye! 7. Say Hello, lets have a look at you all. 8. Examine each sailor in turn. The first has partially recovered, and the fifth has completely recovered. Ask them to stay at the front, holding their cups. Thank the others and ask them to sit down. 9. Ask the class these questions as part of a whole-class discussion, inviting particular pupils to answer (i.e. no hands up): What was my prediction? What did I expect to happen at the end of the week? Did the results support that prediction? What did I change as I treated each sailor? Why did I examine the sailors at the end of the week? 10. Now display sheet 4.3 as OHT or PowerPoint and ask the class to write answers to questions (a) and (b). 11. Ask What have we learnt from this activity? Elicit responses of identifying dependent and independent variables, using evidence to evaluate predictions, etc.
Optional extension
12. Say Now Im going to play the part of another scientist. James Lind never found out why oranges and lemons cured scurvy, but I think I know. I think the reason was the particular type of acid that is in oranges and lemons. The acid in oranges and lemons is does anyone know? 13. Elicit or give the response citric acid. 14. Say Ive got some citric acid here, and produce a bottle of citric acid. 15. Pretend to pour some into a cup and give it to another sailor to drink. 16. Say Now look at this and display OHT or PowerPoint of sheet 4.4 (bullet points from part (c) of the question). 17. Ask pupils to read it, to discuss what it shows and to write down a new prediction about a cure for scurvy that is consistent with the evidence collected.
Structured teaching sequence Set A 4.4 4.3 1.1
pair of sailors 1 2 3 4 5 6
addition to their diet some apple cider
effect after one week beginning to recover
25 drops of very dilute sulphuric acid to gargle with* still had scurvy 2 teaspoons of vinegar half a pint of sea water* 2 oranges and 1 lemon herbs and spices and acidified barley water still had scurvy still had scurvy recovered still had scurvy
*DANGER! DO NOT TRY THIS. (a) Does the evidence in the table support the prediction that all acids cure scurvy? Tick the correct box.
yes
no
Use the table to explain your answer.
Give the one factor James Lind changed in this experiment. (This is called the independent variable.)
(b) Give the factor James Lind examined in this experiment. (This is called the dependent variable.)
(c) James Linds evidence suggested that oranges and lemons cured scurvy. At a later time, other scientists did the following:
I I I
They separated citric acid from the fruit. They predicted that citric acid would cure scurvy. They tested their prediction by giving pure citric acid as an addition to the diet of sailors with scurvy.
They found it did not cure scurvy.
The scientists had to make a different prediction. Suggest a new prediction about a cure for scurvy that is consistent with the evidence collected.
Structured teaching sequence Set A 4.4 5.1 1.1
Sandwiches
Objective
To recall and reinforce that it is important to use scientific terminology correctly when explaining scientific phenomena
Resources
Either OHT or PowerPoint slide showing a photograph of a sandwich with plenty of filling visible Or a sandwich (past its sell-by date if possible) with plenty of filling visible Pupil whiteboards or white paper (optional)
Teaching sequence
1. Begin by discussing with pupils why sandwiches have sell-by dates and discuss the causes of food poisoning. Elicit the response that harmful bacteria cause food poisoning. 2. Then ask pupils what shops do to keep sandwiches fresh for as long as possible. Elicit the response that the sandwiches are refrigerated. 3. Ask pupils to discuss reasons for refrigerating sandwiches (and possibly write down their reason). 4. Show concept cartoons of three figures with the following statements in their speech bubbles: a. The low temperature in the fridge slows down the reproduction of harmful bacteria. b. The harmful bacteria die in the low temperatures in the fridge. c. Keeping food in a refrigerator prevents harmful bacteria coming into contact with the food. 5. Invite pupils to compare their answers with the ones on the cartoons. 6. Invite pupils to select the best answer and say what is wrong with the other two.
Life processes
Objective
Resources
Either OHT or PowerPoint slide showing a photograph of a green plant and a sleeping rabbit in the dark and the same green plant and rabbit in the light Or a green plant and a small animal in a covered box, and a green plant and another small animal in a glass container A record sheet with the two pictures (as described above) for each pupil
Teaching sequence
1. Begin by reminding pupils about life processes (MRS GREN, etc.) and explain that some living things obtain their nutrition by photosynthesis. Say that you are going to focus on just two of these life processes nutrition by photosynthesis, and respiration. Tell the pupils to use the letter P for photosynthesis and R for respiration in the activity. 2. Next, show the OHT or PowerPoint slide, or the live animal and plant. First show the animal and plant in the light, then in the dark. 3. Ask pupils to discuss which of the two life process(es) is/are taking place in the dark in the plant and then in the animal, and then in the light in the plant and then in the animal. 4. Ask pupils to mark their record sheet under each organism with R if it is respiring and P if it is photosynthesising. 5. Show concept cartoons of three figures with the following statements in their speech bubbles: a. The green plant respires in the night and photosynthesises in the day. b. The green plant respires in the night and day and photosynthesises in the day. c. The green plant photosynthesises in the night and respires in the day. 6. Invite pupils to compare their answers with the ones on the cartoons. 7. Invite pupils to select the best answer and say what is wrong with the other two.
Ice cubes
Objective
Resources
Either OHT or PowerPoint slide showing a photograph of several ice cubes in a glass jam jar Or a jam jar and a container with several ice cubes
Teaching sequence
1. Begin by showing the OHT or PowerPoint slide. If using an actual jam jar, ask someone in the class to check that the jar is not cracked and is quite dry and then put several ice cubes into it. 2. Ask pupils to predict what will happen to the ice cubes and then what will happen to the outside of the jar. 3. Ask pupil volunteers to state their predictions. 4. After a few minutes invite a pupil to feel the outside of the jar and describe what they feel. (Or, if using the slide/OHT, the teacher needs to explain that the outside of the jar begins to feel wet.) 5. Now say that pupils need to try to explain what has happened to make the outside of the jar wet. 6. Give pupils a chance to say what they think has happened and possibly write down their answer. 7. Show concept cartoons of three figures with the following statements in their speech bubbles: a. The water (from the air around the jar) has condensed. b. The water vapour (from the air around the jar) has condensed. c. The melted water (from the ice inside the jar) has passed through the jar to the outside. 8. Invite pupils to compare their answers with those on the cartoons. 9. Invite pupils to select the best answer and say what is wrong with the other two.
Copper sulfate
Objective
Resources
(ideally as a PowerPoint mini presentation)
Either OHT or PowerPoint slide showing a photograph of two evaporating basins, labelled 1 (containing blue copper sulfate solution) and 2 (containing crystalline blue copper sulfate) Or two evaporating basins, labelled 1 (containing blue copper sulfate solution) and 2 (containing crystalline blue copper sulfate)
Teaching sequence
1. Begin by showing the OHT or PowerPoint slide of the two evaporating basins or actual samples. Say that basin 2 is the result of leaving a basin like basin 1 for a week on the window sill in the laboratory. 2. Ask pupils for a volunteer to describe the differences between the contents of the two basins. 3. Now say that pupils need to try to explain what has happened in the interval between basin 1 and basin 2. 4. Give pupils a chance to say what they think has happened and possibly write down their answer. 5. Show concept cartoons of three figures with the following statements in their speech bubbles: a. Its gone into the air. b. The water has evaporated. c. The water has gone into the air. 6. Invite pupils to compare their answers with the ones on the cartoons. 7. Invite pupils to select the best answer and say what is wrong with the other two.
Structured teaching sequence Set A B 1.1
Fair testing and predicting

Objectives
I I
the explanation of why an investigation is not fair the identification of what a prediction is
ACTIVITY (based on the 2003 Key Stage 3 national test, paper 1, tier 36 question 8)
Resources
3 paper tubes each of different diameter and different length OHT or PowerPoint slide of prediction statements Pupil whiteboards or white paper
Teaching sequence
1. Begin by explaining that the tubes can be used to blow across and make a sound (note) demonstrate by blowing across one tube. Then say that the aim of the investigation is to see how changing the length of the tube affects the pitch of the sound. Point to the selected tubes and ask the following question: Is this going to be a fair test? Invite response no it isnt. 2. Continue with: OK, from what I have told you about my investigation, try and suggest some reason(s) why it is not fair. Discuss in groups ask selected representatives for suggested reasons, e.g. that the diameters are different, different people may blow down the tube, etc. Make the point that you dont need to make the initial test complicated but it does need to be fair for comparison when drawing conclusions. 3. Show the OHT or PowerPoint slide of prediction statements: a. The tubes were made of paper. b. The pitch of the sound is how high or low it is. c . The longer tube will make a lower sound. d . The sound is caused by the vibration of the air.
Structured teaching sequence Set A B 1.1 1.2
4. Ask pupils to: a. write down on their whiteboard (or white paper) the letter matching the statement that they think is a prediction; b. show their decision to their partner and explain why they think this is the prediction. 5. Invite pupils to say what they think and give their reason. 6. Make the point that, although it could be argued that all the statements are true, a true prediction states what you expect to find out as a result of doing an experiment. Only (c) gives that opportunity; (a), (b) and (d) are facts.
Patterns in graphs
Objectives
I I
identification of patterns in graphs using a graph to display patterns in results (trends)
ACTIVITY (based on the 2003 Key Stage 3 national test, paper 1, tier 36 question 9)
Resources
OHT or PowerPoint of four different bar charts OHT or PowerPoint slide of question 9(b), as sheet 2.2 Chocolate bar suspended from a spring balance Pupil whiteboards or white paper (optional)
Teaching sequence
1. Show OHT or PowerPoint of four different bar charts and give pupils a few moments to reflect on similarities and differences in the patterns of the graphs. 2. Outline question 9(b), and ask recall question (a): Why do we see the flash of lightning before we hear the thunder? 3. Ask pupils to: a. write down the graph letter they think matches the pattern in the results; b. show their decision to their partner and explain why they think this is the matched pattern. 4. Invite pupils to say what they think and give their reason. 5. Make the point that the bar chart columns show a picture of how the time lengths differed. 6. Show a chocolate bar suspended from a spring balance. 7. Say I am going to eat the chocolate bar over the next few minutes. I want you to draw a line graph showing the pattern of how the chocolate bar will change weight in that time. Draw the axes on the board: x = time, y = weight. Pupils draw their graphs on whiteboards or paper. 8. Ask pupils to show their graphs to their partner or their group and explain the pattern (tell the story) of the change in the chocolate bar. 9. Make the point that the chocolate bar doesnt change gradually; each bite causes a sudden, dramatic change in weight and this is reflected in the downward stepped pattern of the graph. Patterns in graphs give clues to help us explain what happened.
Bar charts
(b) Omar investigated the movement of a storm. He measured the time between seeing a flash of lightning and hearing the thunder. He did this six times. Omar put his results in a table. flash of lightning time between seeing the lightning and hearing the thunder, in seconds A B C D E F 8.0 5.0 3.0 9.0 13.0 16.5
Omar drew a bar chart of his results as shown below. 18 16 time, in seconds 14 12 10 8 6 4 2 0 A B C D E F flash of lightning (i) On the bar chart, draw a bar for flash D. Use a ruler. (ii) Which flash of lightning was closest to Omar? Give the correct letter.
(iii) Describe how the distance between the storm and Omar changed as the storm moved between flash A and flash F.
Classification
Objective
To recall and reinforce that classification is hierarchical and based on both internal and external features
Resources
OHT or PowerPoint slide showing the five-kingdom classification, how the animal kingdom can be subdivided into one vertebrate and six invertebrate phyla annelids, arthropods, cnidarians, echinoderms, flatworms and molluscs; and how the vertebrate phylum is divided into five classes fish, amphibians, reptiles, birds and mammals Large (laminated) version of the above for each group Sets of cards containing pictures of various examples of named living organisms
Teaching sequence
1. Begin by showing OHT or PowerPoint slide of the classification hierarchy and the main features of each group. Discuss external features and, where appropriate, internal features, e.g. lungs in mammals and birds. 2. Give out the packs of picture cards and ask pupils to place them face down in the middle of their group. 3. Pupils need to take turns in turning over one card and, as the teacher calls out kingdom, phylum or class, the pupil places the card face up on the appropriate section of the large card. 4. The teacher could then, after each round, check by questioning whether the pupils understood the scientific terms for kingdom, phylum or class, and stress the point that the classification is hierarchical.
Cells
Key idea sentences 1 of 6
Make 9 correct sentences by choosing a word or phrase from each column.
Animal cells cytoplasm which
contain
a nucleus
where
chemical reactions take place to keep the cell alive supports the cell and stops it collapsing or bursting controls what happens in the cell transfer energy from light and use it to make food contains the cell sap and keeps the cell firm controls what enters and leaves the cell
Plant cells
a cell membrane a cell wall a vacuole chloroplasts
Interdependence
A food chain energy flows many organisms link to each other from one organism to another
shows how
food chains
depend on each other for energy
A food web
A pyramid of numbers
organisms there are at each stage in the food chain
Particles
Solids
cannot
a fixed shape
because the particles
gain energy and move further apart cannot move around, only vibrate move around but stay close together gain energy and move around more are close together lose energy and move around less lose energy and move closer together are far apart move around freely, at high speed
Liquids high density be squashed when heated low density
can
the shape of the container
Gases
spread
have
take
melt
evaporate be poured
a fixed volume
condense
solidify
to fill the space available
Forces
Make 6 correct sentences by choosing a word or phrase from each column. Use the diagram of the skateboarder to help. if
D
The skateboard will force B force C force D

C
go faster is less than is the same as force D force C force B
force A
is greater than
force A
go slower
go at steady speed go up go down
stop moving
B
Make 6 correct sentences by choosing a word or phrase from each column. Use the diagram of the submarine to help. if force B force C force D force A is greater than is less than is the same as force A force B force C force D
D
The submarine will
go faster
go slower
go at steady speed
sink down
rise to the surface

C A
stop moving
Energy resources and energy transfers

Make 10 correct sentences by choosing a word or phrase from each column. because in it will not run out it was made from the remains of living things the waste is dangerous to living things burning it releases carbon dioxide it will eventually run out burning it releases harmful gases power stations solar cells
Coal to generate electricity fossil fuel environmental problems global warming
is a
renewable energy resource(s)
Oil
are
non-renewable energy resource(s)
Natural gas
can cause
Nuclear
can be used
Sunlight
Biomass
Wind
Geothermal
Tidal
Make 7 correct sentences by choosing a word or phrase from each column. by electric current light sound heating and transferred out by heating light sound electric current
Energy is
light bulb
transferred
solar cell
to a
electric cooker
microphone
loudspeaker
temperature probe
light meter
Scientific enquiry
In a scientific enquiry scientists make it a fair test spot patterns in results make their results accurate
make sure they have enough readings
to
repeat measurements
change one thing while keeping everything else the same draw graphs
make sure the effect is not just something that would have happened anyway make sure their results are reliable be sure of their conclusions say what they think will happen
measure things carefully
use scientific ideas
do a control experiment
Cells
Key idea explanations 1 of 6
Choose the best explanation to explain each statement. Some of the explanations match more than one statement.
statement because
because
explanation it is needed to control what goes in and out of the cell they need to perform different functions they are unable to photosynthesise they need to perform similar functions it is better for absorption of gases and liquids it contains the genes that control the characteristics of the organism it gives the cell a large surface area
Plant and animal cells have many features in common
Many cells have a large surface area
There are some differences between plant and animal cells
Plant cells have a cell wall
Both plant and animal cells have a cell membrane
Animal cells do not have chloroplasts
Nearly every type of cell has a nucleus
Interdependence
statement because
because
explanation the energy is transferred from producer to consumer only plants can make their own food larger animals will eat several smaller ones the amount of available food changes they cannot make their own food (from sunlight) they have similar features they contain the links between organisms organisms may be involved in more than one chain
Related animals can be grouped together
Arrows flow from producer to consumer in a food chain
Photosynthesis is important to humans
Pesticides can build up in a food chain
Habitats may change for animals
Food webs give more information than food chains
Without plants we could not survive
Particles
statement because
because
explanation the particles are closely packed together the particles are spread far apart the particles lose energy and move closer together solid particles are more closely packed together than liquid or gas particles the particles move around but stay close together gas particles move around more freely than liquid particles the particles gain energy and move around more the particles cannot move around, but only vibrate
Diffusion happens more quickly in gases than in liquids
Solids have a fixed shape
Solids are usually more dense than liquids or gases
Liquids have a fixed volume
Gases are easy to compress
A liquid evaporates when heated
A solid melts when heated
A gas condenses when cooled
A liquid freezes when cooled
Forces
Choose the best explanation to explain each statement. Some of the explanations match more than one statement. because because explanation the force of gravity is different the forces on it are balanced the force is concentrated onto a small area, making the pressure more the force of friction is less it makes the force of air resistance on them less it is a long way away they can show both the size and the direction of the force the force of gravity stops it from flying off into space the force of friction slows them down their weight is spread out over a larger area, causing less pressure the opposite poles attract each other the force of gravity is much less
statement
Scientists use arrows to show forces
Things with the same mass may weigh different amounts on different planets
An object will stay still
An object will move at a steady speed
The moon stays in orbit around the earth
Astronauts can jump much higher on the moon than on the earth
Two magnets will stick together
Aeroplanes are a streamlined shape
People on the earth dont notice the force of the moons gravity
Moving objects usually slow down and stop
Skiers move faster on snow than on grass
Bulldozers use caterpillar tracks on soft ground
Snow shoes stop explorers sinking into soft snow
The pointed end of a drawing pin hurts more than the flat end
Energy transfers
Choose the best explanation to explain each statement. Some of the explanations match more than one statement. because because explanation it is spread out into smaller amounts in lots of places energy cannot be created or destroyed they get the energy they need from the sun they are chemical reactions that transfer energy to the surroundings they store the extra energy in their bodies as fat there are no particles in space they transfer much more energy to the surroundings by heating than by light energy is transferred by heating all of the stored energy has been transferred to the circuit and the surroundings they are concentrated stores of energy
statement
Hot things cool down and cold things warm up
When energy is transferred it becomes less useful
Fuels are useful
The total amount of energy is always the same before and after something happens
The batteries in an electric circuit go flat
Animals eat foods
Plants do not need to eat food
Respiration and combustion are similar processes
People who eat too much get fatter
Ordinary light bulbs are not very efficient
Energy cannot be transferred to the earth from the sun by conduction or convection
Scientific enquiry
Choose the best explanation to explain each statement. Some of the explanations match more than one statement. because because explanation it makes it easier to spot patterns in their results to help them decide what to investigate they want to be sure of their conclusions they need to make sure the effect is not just something that would have happened anyway they need to make their results as accurate as possible they often have an idea of what will happen before they do the experiment they want to make it a fair test they want to make sure their results are reliable
statement
Scientists repeat measurements
In an enquiry scientists change one thing while keeping everything else the same
Scientists make sure they have enough readings
Scientists draw graphs of their results
When collecting results scientists measure things carefully
Scientists often make a prediction
Scientists use scientific ideas
Scientists often do a control experiment where they keep everything the same
Key idea dominoes 1 of 6
Cells
The tail is long and can beat rapidly to move the whole cell
Which diagram shows a root hair cell?
Which diagram shows a cell that does not have a nucleus?
Which diagram shows a cell that has many chloroplasts and is found in the upper part of the leaf?
Which of the following part or parts are only found in plant cells: nucleus, cell wall, chloroplast, vacuole, cell membrane and cytoplasm?
Cell wall, chloroplast and vacuole
What part of a cell is selectively permeable (meaning that only some substances can pass through)?
Cell membrane
How is a sperm cell adapted for its function?
Interdependence
Both animals and plants respire but only plants photosynthesise Cabbage
In a simple food web of:
cabbagecaterpillarblackbirdkestrel slug carnivorous ground beetle
What organism would have the most biomass? In a simple food web of:
What consumers would you expect to be in the greatest numbers? In a simple food web of:
Caterpillar and slug
Which organisms are both predator and prey?
Carnivorous ground beetle and blackbird Plants respire all the time (all organisms respire at all times) Consumer (for both spaces)
Kyle says A plant photosynthesises in the day and respires at night. What is wrong with his statement?
A cow is both a herbivore and a whereas a lion is a carnivore, predator and a
Kyle says Animals respire but plants photosynthesise. This statement is misleading. How could you improve the statement?
Particles
Which diagram best represents the particles in a liquid?
Which diagram best represents the particles in solid gold?
Which diagram best represents the particles in a gas such as oxygen?
Which diagram best represents a solid compound such as table salt (sodium chloride)?
Which diagram best represents air?
Which diagram best represents a mixture of iron filings with copper pieces?
Forces
time Jas throws a ball through the air. Which is the correct drawing that shows the direction of forces acting on the ball when it has just left Jass hand? Jas kicks a ball. Which is the correct drawing that shows the direction of forces acting on the ball the moment that the boot touches the ball? Two teams are having a tug of war. One team (team A) pulls harder for a second. Then team A pulls the other at a steady speed. Are the forces now balanced or unbalanced?
The ground
The ground
Balanced. (If both teams move at a steady speed then the forces must be balanced.)
George says that the weight and mass of an object are the same thing. Is George right or is he wrong?
A sky diver opens her parachute and Wrong. (Weight is the result of slows down on her way to the ground. the effect of gravity but mass is Georgina says that when the parachute a measure of how much substance has just opened the upward force of air resistance is greater than the pull there is in the object.) of gravity. Is Georgina right or wrong? Right. (The force upwards must be greater than the downward force because the sky diver is slowing down.)
Speed is measured by dividing the distance travelled by the taken to travel.
Energy
Energy cannot be made, it can only be transferred. The total amount of energy is always the same (it is said to be conserved).
Stored (chemical) energy in the fuel (kinetic) energy of the moving car energy in the surroundings (mostly transferred by heating) Some people use corn oil as a fuel for their cars. What energy transfers take place in a moving car that uses corn oil fuel?
Some people use corn oil as a fuel for their cars. Where has the energy stored in the maize come from?
The Sun
The Sun is the ultimate source of energy for these fuels.
Coal, gas and oil
Which of the following are renewable energy resources: coal, wind, gas and oil? In this food chain grass sheep human energy is transferred in the direction of the arrows but at each stage some energy is transferred Randolph says that batteries make the energy for his CD player. What is wrong with his statement?
Wind
to the surroundings
Key idea dominoes 6a 6b of 6
Scientific enquiry
Des investigates how things warm up
Cup 1 Cup 2
30
20 Temperature in C 10 Cup 1 Cup 2
10
15
20
Time in minutes
Des did an investigation on the bench in his laboratory. He put some ice in a plastic cup and the same amount of ice in another plastic cup. Cup 1 was not insulated but cup 2 had a thick cloth around it which also covered the top. Des measured the temperature every minute, collected his results and then plotted the graph above.
Key idea dominoes 6b of 6
Scientific enquiry
The same size, type and thickness of cup, put the cups in a similar position on the bench, stirring the contents of both cups The water in the cups had reached room temperature
Why did the lines for both cups join and become horizontal at A ?
What was happening in both cups in the first 5 minutes?
The ice was melting
Des correctly said that the temperature of the water in cup 2 started to rise quickly after about
8 minutes
Des said that the graph shows that his prediction was correct. What do you think his prediction was?
That the ice would take longer to melt in the insulated cup
What would Des have to do to make sure his prediction was correct?
He must repeat the experiment
Des says that he did a fair test by putting the same amount of ice in each cup. What else would he have to do to make the test fair?
Misconception dominoes 1 of 8
Reproduction
placenta
Fertilisation takes place in the
oviduct (also called the fallopian tube)
The growing fetus develops in the
uterus
Fertilisation occurs when a
sperm joins the egg
Human egg cells are produced in the
ovary
The time from one egg cell being released to another egg cell being released is about
28 days
The joins the fetus to the mother and is where the food, gases and waste products are exchanged.
Chemical mixtures
yes, the steel one
If you have a mixture of a dissolved salt and an insoluble substance (such as sand) you would separate the sand from the salt solution by
filtration
To separate pure water from a salt solution you would need to use the process of
distillation
I want to get two different coloured dissolved substances out of a solution. What technique should I use?
chromatography
Yes, they are all mixtures (most rocks are mixtures, sea water is mostly a mixture of pure water and salts, and air is a mixture of gases).
Joli says that the following are all mixtures. Is she correct? Air, sea water and granite.
Mixtures can be separated by means but compounds can only be separated chemically. I have a mixture of copper, aluminium and steel screws; could I separate one type of screw from the others by magnetism? If you think the answer is yes then which type of screw can be separated?
physical
Chemical changes
sulfur oxide (usually sulfur dioxide) water and carbon dioxide
If a substance that is made of carbon and hydrogen burns in oxygen and are made
When an element burns in oxygen an will be made
oxide
greater than the element (because the oxygens mass is combined with the element)
When an element burns the new substances mass will be
An oxide changes from white to yellow when heated. It changes back to white when cooled and does not change in mass. This is an example of a
physical change
is always a chemical change
burning
If sulfur burns in oxygen you would get a
Geological changes 1
sedimentary rock
If a sedimentary rock is completely melted and then cooled it would form an
igneous rock
When one igneous rock cools more slowly than another igneous rock the crystals in the slow-cooling one will be
larger
A limestone rock has been strongly heated but did not melt. The new rock formed is a type of
metamorphic rock
Metamorphic rocks are made from other rocks that have been heated and put under increased
pressure
The name of molten rock in the underground chamber of a volcano is
magma
If I have a rock that is made of water-worn pieces of igneous, metamorphic and sedimentary rock it must be a type of
metamorphic
A rock containing fossils is most likely to be either or
sedimentary metamorphic
A rock made up entirely of crystals is either or
igneous metamorphic
I have a piece of granite from Dartmoor and it has very big crystals. I know that the granite must have cooled I have a rock that is made of very small crystals and another that has much bigger crystals. One cooled near the surface of the earth and the other cooled at a deeper level. Which rock cooled near the surface? I have a rock that is made of very small crystals and another that has much bigger crystals. One cooled more slowly than the other. Which rock cooled more slowly? I have a rock that is made of crystals all pointing in the same direction. The rock has bands of lighter and darker crystals. It is most likely to be a type of rock.
very slowly
The one with very small crystals
The one with the bigger crystals
forces
When rocks are broken down in their place we call the process
weathering
rocks are broken and moved under gravity, by colliding with other rocks or by the movement of water, air and ice.
Erosion is the process by which
Weathering can be caused by heating and cooling that makes rocks and
expand
contract
A glacier moves over rocks and grinds them down. The rocks have been
eroded
Some water is trapped in a crack in a rock. The water freezes and ice crystals grow and force the crack wider. The ice then melts and a small piece of rock breaks off. The rock has been When a rock is weathered it is the exerted (made) by the processes that break up the rock.
weathered
crystals
The main groups into which rocks may be classified are:
igneous metamorphic sedimentary deposited compacted and cemented

limestone (This is because the carbonate in the stone reacts with the acid in the rain and so the rock crumbles.)
Sedimentary rocks are formed from other rocks that have been weathered, eroded, transported and then
Which of the following rocks would be most affected by acid rain: limestone, granite or slate?
Which of the following rocks is igneous and is made of crystals that point in different directions: limestone, granite or slate? Which of the following rocks is metamorphic with all the crystals in one direction that makes it split easily: limestone, granite or slate? When rocks melt they form a liquid. This liquid contains many different types of chemical compounds. When the liquid rock cools each chemical will form which you can see with your eyes or a microscope.
granite
slate
True. (Weathering is when rocks are broken down in place. Erosion is when weathered material is moved away.)
Sedimentary rocks can be changed into other sedimentary rocks. Igneous rocks can change to other igneous rocks. Metamorphic rocks can be changed to other metamorphic rocks.
Sedimentary rocks can be changed into metamorphic or igneous rocks. Igneous rocks can be changed to metamorphic or sedimentary rocks. Metamorphic rocks can be changed into igneous or sedimentary rocks. What is missing from these stages in the rock cycle?
Molten rock is pushed out of a volcano and this liquid rock and the cooled solid rock is called
lava
True or false? The remains of plants 280 million years old found in rock are a type of fossil.
True
True or false? A volcano is the only place where igneous rocks can be made.
False. (For example, liquid rocks can cool deep underground, forming solid granites.) False. (They can also be found in some metamorphic rocks.)
True or false? Fossils can only be found in sedimentary rocks.
True or false? Weathering is a different process from erosion.
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Science intervention materials

Science intervention materials

Teachers of science, science consultants and line managers

Key Stage 3 National Strategy

Science intervention materials Teachers notes

2 | Key Stage 3 National Strategy | Science intervention materials | Teachers notes

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3 | Key Stage 3 National Strategy | Science intervention materials | Teachers notes

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Analysing pupils responses to the Key Stage 3 tests

4 | Key Stage 3 National Strategy | Science intervention materials | Teachers notes

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Cells Interdependence Particles Forces Energy Scientific enquiry

5 | Key Stage 3 National Strategy | Science intervention materials | Teachers notes

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Keyword loops and other short loops

6 | Key Stage 3 National Strategy | Science intervention materials | Teachers notes

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Sentence construction activities

7 | Key Stage 3 National Strategy | Science intervention materials | Teachers notes

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Short, focused teaching sequences

8 | Key Stage 3 National Strategy | Science intervention materials | Teachers notes

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9 | Key Stage 3 National Strategy | Science intervention materials | Teachers notes

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Coaching Year 9 pupils for the Key Stage 3 tests

10 | Key Stage 3 National Strategy | Science intervention materials | Teachers notes

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11 | Key Stage 3 National Strategy | Science intervention materials | Teachers notes

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Organising a revision and booster programme

Some suggestions for a successful booster programme

12 | Key Stage 3 National Strategy | Science intervention materials | Teachers notes

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13 | Key Stage 3 National Strategy | Science intervention materials | Teachers notes

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Entering pupils for the correct tier test paper

14 | Key Stage 3 National Strategy | Science intervention materials | Teachers notes

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15 | Key Stage 3 National Strategy | Science intervention materials | Teachers notes

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Accuracy and reliability

Suggested teaching sequence

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2. To teach pupils to make judgements about accuracy

Use AKSIS Investigations: developing understanding in scientific enquiry, pp. 9698.

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Refer to AKSIS Investigations: developing understanding in scientific enquiry, pp. 99101.

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Relevant Key Stage 3 national test questions

2003 paper 1, tier 36 question 12; tier 57 question 2 Considering results

2001 paper 1, tier 36 question 4

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Which measuring instrument?

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Some questions about these results

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