Science Faculty Schemes of LearningTopic Key Concepts / Questions Assessment Focus Resources

Inve

stiga

tive

skill

s ass

essm

ent What is the optimum number of pieces of evidence?

What is the difference between research, experiment and investigation?Can models and analogies help me plan well?What makes a difficult variable?When would I use a control?Can I have more than one independent variable?Has society become ‘risk averse’, and is this a problem?Does society tend to overestimate or underestimate risks?Is human error inevitable?Why is a ‘yardstick’ important in science?Can measuring instruments be uncertain?How do we know the length of a metre?How accurate is calibration?Is precision the same as accuracy?Are anomalous results always bad?Why is replication important in science?Is there a difference between cause and effect, and correlation?Is all evidence helpful?Is inference dangerous?Is controversy helpful?

AF1: Thinking ScientificallyAF2: Understanding the applications and implications of scienceAF3: Communicating and collaborating in scienceAF4: Using investigative approachesAF5: Working critically with evidence

Context: AQA GCSE Science

This unit is assessed by Controlled Assessment. It is worth 25% of the total marks for each Science GCSE and consists of a minimum of one practical investigation based ontopics in the specification.

See Lesson Resources & Legacy/Specimen ISA Materials

All can be find in:

U:/Science/KS4 Science/Investigative Skills Assignment (ISA)

Learning Objectives Learning Activities

SA4.1 Planning an investigationCandidates should be able to:

SA4.1.1 plan practical ways to answer scientific questions, by:

a) stating the purpose of an investigationb) recognise significant variables in an investigationc) recognising a control variable in an investigationd) understanding the purpose of a control groupe) identifying intervals in measurements.

Candidates should understand:SA4.1.2 test scientific ideas by:

a) understanding the meaning of the term hypothesisb) being able to test a hypothesis

Lesson 1: The Scientific Method – Starting InvestigationsS: Group discussion on how to work out how to operate a new mobile phoneM: Run through and note-taking on the steps of the scientific method. Students answer questions on observations, hypothesis and predictions and complete the ‘starting investigations’ keywords in glossaryP: Checking of glossary definitions and ‘finishing off’ questions in lesson slidesHL: Complete Variables HL W/S

Lesson 2: The Scientific Method – Planning InvestigationsS: Share objectives and ask class to discuss what makes a good methodM: Show video of solar cells investigation (teacher may need to provide commentary or put notes on board depending on ability of class). Students to write up a complete method for the investigationP: Students peer assess methods using the traffic light system and set targets for

Science Faculty Schemes of Learningc) planning a fair test.

SA4.1.3 devise appropriate methods for the collection of numerical and other data, by:

a) carrying out preliminary workb) understanding sample sizec) using appropriate technology.

SA4.2 Assess and manage risks when carrying out practical workCandidates should be able to:

SA4.2.1 assess and manage risks when carrying out practical work, by:

a) identifying some possible hazards in practical situationsb) suggesting ways of managing risks.

SA4.3 Collect primary and secondary dataCandidates should be able to:

SA4.3.1 make observations, by:a) making simple observations from first hand evidence of

an object or an eventb) carrying out practical work and research.

SA4.3.2 demonstrate the correct use of equipment, by:a) choosing the most appropriate equipment or technique for

the taskb) understanding why a particular technique or piece of

equipment is the most suitable for the taskc) knowing that a measuring instrument needs to be

calibrated before used) understanding the meaning of the term resolution when

applied to a measuring instrument.SA4.3.3 demonstrate an understanding of the need to acquire high-quality data, by:

a) appreciating that, unless certain variables are controlled, the results may not be valid

b) identifying when repeats are needed in order to improve reliability

c) recognising the value of repeated readings to establish accuracy

d) considering the resolution of the measuring devicee) considering the precision of the measured data where

improvement

Lesson 3: The Scientific Method – Results Tables and GraphsS: Students design a rough results table using list of aims from Variables HL (see L1)M1: Work through rules for results tables – AFL: ask students to choose a different aim and put learning into practiceM2: Talk through ‘what type of graph slide’ and ask students to complete ‘Recording and Presenting Data’ worksheetM3: Ask students to sketch graph using the data on screen – second practice is available for less ableP: Finish off glossary of keywords from lessonThis lesson will have to be adjusted according to class ability – glossary could be done for home learning to allow teacher to spend more time discussing and providing a provide commentary throughout about the importance and reasons behind table and graph drawing conventions. Weaker students could also be given some data and asked to produce a graph for marking for home learning.

Lesson 4: The Scientific Method – Analysis of ResultsS: Completion of glossary or key termsM1: Students complete ‘a graph’s story’ in groups to develop describe and explain skillsM2: Students work through ‘does the data support our hypothesis’ worksheet (teacher may need to show video again from L2 prior to this)P: Discussion about trustworthiness of conclusions and evaluationHL: Students complete ‘Can we trust our conclusion’ – teachers will need to collect, mark and provide feedback prior to Lesson 7

THIS UNIT SHOULD BE FOLLOWED BY A FULL ISA SOGENERIC RESOURCES FOR LESSONS 5-7 WILL NEED TO BE MODIFIED TO MAKE

THEM SPECIFIC TO THE ISA BEING UNDERTAKEN AND THE NEEDS OF THE GROUP INVOLVED

Lesson 5: The ISA – Overview & Candidate Research SheetS: Ask students what they think an ISA is. Put into context as part of the whole GCSE. Demonstrate how the different stages link to the Scientific Method (see L1)M: Work through different sections of the candidate research sheet according to powerpoint. This should be related to whichever practice ISA is being undertakenP: Students finish filling in what is left of their candidate research sheets

Science Faculty Schemes of Learningprecision is indicated by the degree of scatter from the mean.

f) identifying the range of the measured data.

SA4.4 Select and process primary and secondary dataCandidates should be able to:

SA4.4.1 show an understanding of the value of means, by:

a) appreciating when it is appropriate to calculate a meanb) calculating the mean of a set of at least three results.

SA4.4.2 demonstrate an understanding of how data may be displayed,by:

a) drawing tablesb) drawing charts and graphsc) choosing the most appropriate form of presentation.

SA4.5 Analyse and interpret primary and secondary dataCandidates should be able to:

SA4.5.1 distinguish between a fact and anopinion, by:a) recognising that an opinion might be influenced by factors

other than scientific factb) identifying scientific evidence that supports an opinion.

SA4.5.2 review methodology to assess fitness for purpose, by:

a) identifying causes of variation in datab) recognising and identifying the cause of random errorsc) recognising and identifying the cause of anomalous resultsd) recognising and identifying the cause of systematic errors.

SA4.5.3 identify patterns in data, by:a) describing the relationship between two variables.

SA4.5.4 draw conclusions using scientific ideas and evidence, by:

a) writing a conclusion, based on evidence that relates correctly to known facts

b) using secondary sourcesc) identifying extra evidence that is required for a conclusion

to be maded) evaluating methods of data collection.

Lesson 6: The ISA – Section 1 PaperS: Keywords card sort – students to leave on desks to assist throughout lessonM: Work through PowerPoint giving guidance on each sectionP: Students feedback on peer assessment of each section

Lesson 7: The ISA – Section 2 PaperS: Intro to section 2 contents and students to feedback on definitions of keywords relevant to their ISAM: Work through PowerPoint giving guidance on each section – Graphing and Resolution activities available if neededP: Students feedback on peer assessment of each section

Science Faculty Schemes of Learning