APP Ideas from Herts Science Teachers - Assessment Focus

Assessment Focus 1

Thread 1: Using models for and in explanations

Level Assessment Criteria Activities we currently do and could do to address this level

Describe or explain processes or phenomena, logically and in 8 detail, making use of abstract ideas and models from different areas of science

Make explicit connections between abstract ideas and/or 7 models in explaining processes or phenomena

Use abstract ideas or models or multiple factors when explaining processes or 6 phenomena. Identify the strengths and weaknesses of particular models

Use abstract ideas or models or more than one step when describing processes or phenomena. Explain processes 5 or phenomena, suggest solutions to problems or answer questions by drawing on abstract ideas or models  When pupil able to use either physical objects or drawings or verbal explanation to show they can Use simple models to describe use the ‘known model’ in a new situation. 4 scientific ideas

 Making models of particles in three states of matter Represent things in the real  making a volcano model using mentos + diet 3 world using simple physical coke to produce an explosive gas reaction models (modelling the production of lava) Assessment Focus 1

Thread 2: Weighing up evidence to construct arguments and explanations

Select and justify an appropriate approach to evaluating the 8 relative importance of a number of different factors in explanations or arguments

Employ a systematic approach in deciding the relative importance of a number of 7 scientific factors when explaining processes or phenomena

Describe some scientific evidence that supports or refutes 6 particular ideas or arguments, including those in development

Identify the use of evidence and creative thinking by scientists in 5 the development of scientific ideas

Identify scientific evidence that 4 is being used to support or refute ideas or arguments

Identify differences, similarities or changes related to simple scientific ideas, processes or 3 phenomena. Use straightforward scientific evidence to answer questions, or to support their findings Assessment Focus 1

Thread 3: The process of development of scientific ideas including the role of the scientific community in their development

Level Assessment Criteria Activities we currently do and could do to address this level  History of the model of the universe, i.e. Kepler, Copernicus and Gallileo. Analyse the development of scientific theories through the 8 emergence of new, accepted ideas and evidence

 MMR vaccine, is there a link with Autism?

Explain the processes by which ideas and evidence are accepted 7 or rejected by the scientific community

 Is Pluto a Planet? Explain how new scientific evidence is discussed and interpreted by the scientific 6 community and how this may lead to changes in scientific ideas

 To use simple particle model to explain evaporation.

Identify the use of evidence and creative thinking by scientists in 5 the development of scientific ideas

 Force diagrams to explain how a boat floats.

Use scientific ideas when 4 describing simple processes or phenomena

 Faults in circuits – suggest a solution to this. To explain why a tin can lid pops off when it is heated. Respond to ideas given to them How does a foetus obtain nutrients. 3 to answer questions or suggest solutions to problems Assessment Focus 1

Thread 4: Provisional nature of scientific evidence

Analyse the development of scientific theories through the 8 emergence of new, accepted ideas and evidence

Explain how different pieces of evidence support accepted 7 scientific ideas or contribute to questions that science cannot fully answer

Describe some scientific evidence that supports or refutes 6 particular ideas or arguments, including those in development

Recognise scientific questions 5 that do not yet have definitive answers

Identify scientific evidence that 4 is being used to support or refute ideas or arguments

3 Not available at this level Assessment Focus 2

Thread 1: Effect of societal norms (political, social, cultural, economic) on science

Describe ways in which the values of a society influence the 8 nature of the science developed in that society or period of history

Suggest ways in which scientific and technological developments may be influenced. Suggest 7 economic, ethical/moral, social or cultural arguments for and against scientific or technological developments  Discuss or debate contraception/ amniocentesis in Describe how different Catholic schools decisions on the uses of scientific and technological 6 developments may be made in different economic, social or cultural contexts

Describe different viewpoints a  Letter to judge outlining the strength of evidence range of people may have about needed for conviction. scientific or technological Debate on extra terrestrial life 5 developments. Identify ethical or moral issues linked to scientific or technological developments

4 Not available at this level

Thread 2: Creative use of scientific ideas to bring about technological developments

Explain the unintended consequences that may arise 8 from scientific and technological developments

Explain how creative thinking in science and technology 7 generates ideas for future research and development

 Renewable energy resources & making electricity Describe how particular scientific or technological 6 developments have provided evidence to help scientists pose and answer further questions

Thread 3: Implications, benefits and drawback of scientific and technological development of society and the environment

Level Assessment Criteria Activities we currently do and could do to address this level Evaluate the effects of scientific or technological developments on society as a whole. Make balanced judgements about 8 particular scientific or technological developments by evaluating the economic ethical/moral, social or cultural implications

Explain how scientific 7 discoveries can change world views

 Students design & make models of steam turbines from treacle tins etc. Discuss energy transfers and Explain how societies are how this relates to society using different methods of 6 affected by particular scientific electricity production applications or ideas

Indicate how scientific or  Students design & make models of steam turbines technological developments from treacle tins etc. Discuss energy transfers and may affect different groups of how this relates to society using different methods of 5 people in different ways.Link electricity production applications of science or technology to their underpinning scientific ideas  Students design & make models of steam turbines Describe some simple positive from treacle tins etc. Discuss energy transfers and and negative consequences of scientific and technological how this relates to society using different methods of 4 developments.Recognise electricity production applications of specific scientific ideas

Explain the purposes of a variety of scientific or technological 3 developments.Link applications to specific characteristics or properties Assessment Focus 2

Thread 4: How science relates to jobs and roles

 Discussion of Work Experience shadowing – what science did they see or use? Describe how aspects of science 6 are applied in particular jobs or  Effects of fertilizers on the environment, pesticides roles (pros and cons), agrochemicals Chemical processes in forensic science

 Discussion of Work Experience shadowing – what science did they see or use? Identify aspects of science used Efficacy of antacids 4 within particular jobs or roles Energy from fuels

 Discussion of Work Experience shadowing – what science did they see or use? Identify aspects of our lives, or 3 of the work that people do, that  ID Chemical used in the home are based on scientific ideas Vaccine use Assessment Focus 3

Thread 1: Using appropriate presentation skills to enhance communication of scientific findings and arguments

Present robust and well- structured explanations, 8 arguments or counter arguments in a variety of ways

Effectively represent abstract ideas using appropriate symbols, 7 flow diagrams and different kinds of graphs in presenting explanations and arguments

Choose forms to communicate qualitative or quantitative data 6 appropriate to the data and the purpose of the communication

Decide on the most appropriate formats to present sets of 5 scientific data, such as using line graphs for continuous variables

Select appropriate ways of 4 presenting scientific data

 pupil explaining to group how Bernoulli’s Principle (using a card cone with straw through Use scientific forms of language when communicating simple middle to blow air through, to keep a ping-pong 3 scientific ideas, processes or ball in the air. (Using terms like speed of air- phenomena flow, air pressure, force ) Assessment Focus 3

Thread 2: Explaining ideas and evidence using appropriate conventions, terminology and symbols

Present robust and well- structured explanations, 8 arguments or counter arguments in a variety of ways

Effectively represent abstract ideas using appropriate symbols, 7 flow diagrams and different kinds of graphs in presenting explanations and arguments

Distinguish between data and information from primary 6 sources, secondary sources and simulations, and present them in the most appropriate form

Use appropriate scientific and mathematical conventions and 5 terminology to communicate abstract ideas

Use appropriate scientific forms  In relation to the series experiment - describe the of language to communicate results in the table or graph using scientific Terms. scientific ideas, processes or Add Units to table. 4 phenomena.Use scientific and mathematical conventions when communicating information or ideas  Series circuit – adding more bulbs, students read current. Present simple scientific data in Record data in a table (provided) and plot a bar chart of 3 more than one way, including results tables and bar charts Assessment Focus 3

Thread 3: Presenting a range of views judging any possible misrepresentation

Level Assessment Criteria Activities we currently do and could do to address this level  Factors affecting people’s health. Drugs, alcohol etc Critically evaluate information and evidence from various 8 sources, explaining limitations, misrepresentation or lack of balance

 Science in the media – MRSA debate, funding space exploration, selective breeding, Explain how information or evidence from various sources 7 may have been manipulated in order to influence interpretation

 Investigating Tongue Rolling : Looking at evidence based on the fact that you maybe able to learn Identify lack of balance in the tongue rolling. 6 presentation of information or evidence

 Global Warming – looking at data. Science update. Distinguish between opinion and scientific evidence in contexts related to science, and 5 use evidence rather than opinion to support or challenge scientific arguments

Thread 4: Scientists communicating worldwide using conventions

Suggest the specialisms and skills that would be needed to solve particular scientific 8 problems or to generate particular new scientific or technological developments

Explain how scientists with different specialisms and skills 7 have contributed to particular scientific or technological developments

Suggest how collaborative approaches to specific 5 experiments or investigations may improve the evidence collected

Identify simple advantages of 3 working together on experiments or investigations Assessment Focus 4

Thread 1: To effectively plan appropriate scientific investigations

Level Assessment Criteria Activities we currently do and could do to address this level  Woodlice chambers? Justify their choice of strategies for investigating different kinds 8 of scientific questions, using scientific knowledge and understanding

 Woodlice chambers I’m a worm, get me out of here (survival rivals) Formulate questions or ideas that can be investigated by 7 synthesising information from a range of sources

 If I raise or lower the ramp, what will happen to the distance travelled by the truck? Collect data choosing appropriate ranges, numbers and How long does it take to boil water? 6 values for measurements and Woodlice chambers observations I’m a worm, get me out of here (survival rivals)

 If I raise or lower the ramp, what will happen to the distance travelled by the truck? Explain why particular pieces of How long does it take to boil water? equipment or information 5 sources are appropriate for the  Woodlice chambers questions or ideas under I’m a worm, get me out of here (survival rivals) investigation  Choosing and rationalising apparatus Forensics (wikid) identifying unknown powders  If I raise or lower the ramp, what will happen to the distance travelled by the truck? Select appropriate equipment or How long does it take to boil water? information sources to address 4 specific questions or ideas under Woodlice chambers investigation I’m a worm, get me out of here (survival rivals)

 Choosing apparatus  If I raise or lower the ramp, what will happen to the distance travelled by the truck? Select equipment or information sources from those provided to How long does it take to boil water? 3 address a question or idea under Woodlice chambers investigation I’m a worm, get me out of here (survival rivals) Assessment Focus 4

Thread 2: To identify and manipulate variables within the context of an investigation

Justify their choice of strategies for investigating different kinds 8 of scientific questions, using scientific knowledge and understanding

Identify key variables in complex contexts, explaining why some cannot readily be 7 controlled and planning appropriate approaches to investigations to take account of this Apply scientific knowledge and understanding in the planning of investigations, identifying significant variables and 6 recognising which are independent and which are dependent.Justify their choices of data collection method and proposed number of observat

Recognise significant variables 5 in investigations, selecting the most suitable to investigate

Decide when it is appropriate to 4 carry out fair tests in investigations

Identify one or more control 3 variables in investigations from those provided Assessment Focus 4

Thread 3: To support the gathering of evidence through collection of precise and reliable data

Level Assessment Criteria Activities we currently do and could do to address this level  Design an experiment to measure the rate of photosynthesis of Canadian pondweed with different Choose and justify data collection methods that methods of gas collection / measurement. 8 minimise error, and produce precise and reliable data

 Circus of instruments such as thermometers, ammeters, balances etc. to fine tune measurement Explain how to take account of skills to eradicate systematic errors. 7 sources of error in order to collect reliable data

 Football boot friction experiment: How much force is required to move a football boot containing Repeat sets of observations or measurements where different masses. Repeat this experiment on a range 5 appropriate, selecting suitable of different surfaces. ranges and intervals

 Football boot friction experiment: How much force is required to move a football boot containing Make sets of observations or different masses. 4 measurements, identifying the ranges and intervals used

 Ice melting experiment- collecting time against Make some accurate temperature data observations or whole number 3 measurements relevant to questions or ideas under investigation Assessment Focus 4

Thread 4: To be aware of the risks associated with the investigative process

Adapt their approaches to practical work to control risk by 8 consulting appropriate resources and expert advice

 Plan a practical using hazcards to ensure safety.

Recognise the need for risk assessments and consult, and act 7 on, appropriate sources of information

 Student observers looking at safety in the lab

Independently recognise a range 6 of familiar risks and take action to control them

 Demonstrate a practical done badly. Make suggestions about how to carry it out safely. Make, and act on, suggestions to 5 control obvious risks to  Safety with chemicals at home, medicines, heaters, themselves and others chemicals, kitchen etc.

 Any practical

Identify possible risks to 4 themselves and others

 How to use a Bunsen burner Basic lab rules Recognise obvious risks when Spot the hazard pictures 3 prompted Assessment Focus 5

Thread 1: Evaluation of the planning and implementation of scientific investigations

Level Assessment Criteria Activities we currently do and could do to address this level Suggest and justify  Making electro magnets – changing variables and improvements to experimental explanations using scientific knowledge and procedures using detailed understanding 8 scientific knowledge and understanding and suggest coherent strategies to take particular investigations further  Making electro magnets

Explain ways of modifying 7 working methods to improve reliability

 Making electro magnets

Make valid comments on the 6 quality of their data

 Electro magnets

Evaluate the effectiveness of their working methods, making 5 practical suggestions for improving them

Suggest improvements to their 4 working methods, giving reasons

Suggest improvements to their 3 working methods Assessment Focus 5

Thread 2: Consideration of errors and anomalies

Propose scientific explanations for unexpected observations or 8 measurements, making allowances for anomalies

 Trolleys/toys speed on ramps of different heights Assess the strength of evidence, deciding whether it is sufficient 7 to support a conclusion.Explain ways of modifying working methods to improve reliability

 Trolleys/toys speed on ramps of different heights Make valid comments on the 6 quality of their data

 Trolleys/toys speed on ramps of different heights

Provide straightforward explanations for differences in 5 repeated observations or measurements

Thread 3: Processing and analysing data to support the evaluation process and draw conclusions

Level Assessment Criteria Activities we currently do and could do to address this level  Weights on a spring Process data, including using Variation in habitat multi-step calculations and 8 compound measures, to identify complex relationships between variables

 Weights on spring Variation in habitat Assess the strength of evidence, 7 deciding whether it is sufficient to support a conclusion

Select and manipulate data and  Weights on a spring – comparing rubber band and information and use them to spring contribute to conclusions. Draw conclusions that are consistent 6 with the evidence they have collected and explain them using scientific knowledge and understanding.Make valid comments on the quali Draw valid conclusions that  Weights on a spring utilise more than one piece of supporting evidence, including 5 numerical data and line graphs.Interpret data in a variety of formats, recognising obvious inconsistencies  Weights on a spring Identify patterns in data presented in various formats, including line graphs.Draw 4 straightforward conclusions from data presented in various formats

Identify straightforward patterns  Variation within class or habitat in observations or in data presented in various formats, including tables, pie and bar 3 charts.Describe what they have found out in experiments or investigations, linking cause and effect Assessment Focus 5

Thread 4: Explanation and evaluation of evidence to support the scientific process

Level Assessment Criteria Activities we currently do and could do to address this level  Woodlice

Critically interpret, evaluate and 8 synthesise conflicting evidence

Explain how data can be  Behaviour of woodlice interpreted in different ways and how unexpected outcomes could be significant.Identify 7 quantitative relationships between variables, using them to inform conclusions and make further predictions  Cooling curve Suggest reasons based on scientific knowledge and 6 understanding for any limitations or inconsistencies in evidence collected

 Cooling curve

Identify scientific evidence they 4 have used in drawing conclusions