AQA Science Science Year 9 Transition Test 2 Teacher’s guide designed to help teachers make professi

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Science Year 9 Transition Test 2

Teacher’s guide

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3

A

3rd

5th

4

Why was this not an accurate method of measuring how much sugar or salt they added?

spatula

They counted the number of spatulas of sugar or salt added to the water until no more would dissolve.

What else did they do to make their investigation fair?

They used water at 60°C in both beakers.

3

4th

1 (e)

32

sugar

5

Turn over for the next question

number of spatulas

salt

Complete the table to show a result which would support Jane’s prediction.

Jane predicted that more sugar than salt would dissolve.

1 (d) (ii) Suggest a more accurate method of measuring how much sugar or salt they added.

1 (d) (i)

1 (d)

2nd

Why did they use a measuring cylinder?

1st

Put the letters A, B, C, D and E in the boxes below to show the correct order of the steps in their investigation.

They collected this equipment.

E

They put 20 cm3 of water at 60°C into two beakers.

They recorded their results.

They stirred the mixtures.

C

D

B

Here are some of the steps in their investigation.

They are not in the correct order.

Some pupils carried out an investigation to find out whether more sugar or more salt dissolved in water at 60°C.

They added salt to one beaker of water at 60°C and sugar to the other beaker of water at 60°C.

1 (c)

1 (b)

1 (a)

1

Year 9

1 mark maximum 6 marks

1 mark

1 mark

1 mark

1 mark

1 mark

Dissolving sugar and salt

4

At GCSE these Working Scientifically skills are all essential, where students will be looking at more complex investigations with a larger number of steps and further consideration of the control of variables. They will also be expected to evaluate methods in terms of precision and accuracy, while suggesting improvements.

Looking ahead to GCSE:

• taking an objective approach when planning to investigate • making predictions • identifying and controlling variables for a fair test • selecting appropriate methods in order to carry it out • evaluating an investigative method, and suggesting improvements

Working scientifically

This KS3 question is about…

Assessment of learning What this question is intended to assess …

• Show a range of common lab equipment to clarify their proper names, and ask them specify exactly what can be measured (e.g. measuring cylinders do not measure liquids, they measure volumes of liquids; ammeters do not measure electricity, they measure current; a balance does not measure a substance, it measures the weight of a substance etc.)

• Ask students to identify, and put into words to explain, why some methods involve a fair test and others do not. Do not allow pupils to loosely refer to ‘fair testing’, without also explaining what it means in that specific situation i.e. what is being varied, what is being controlled and what is being measured.

What you could do next:

Some students, in particular, were not specific enough about a measuring cylinder is used for measuring volumes or amounts of a substance; or struggled with controlling variables for fair testing.

The original lower attaining Year 9 cohort who answered this question found it of intermediate difficulty overall.

Student responses:

Assessment for learning What your students’ responses could be revealing about their understanding, and what you could do next …

“Implications for teaching and learning” commentaries for Y9 readiness-for-GCSE test questions

Question 1

WSB5

(e)

1

from 1 – 31 inclusive

5

‘use grams’ ‘use a measuring cylinder’ ‘level it with a knife’

• measure the number of grams

‘it is not precise or a measurement’ answers which suggest that using a spatula is not a precise measurement.

WSA1 WSB7 WSB8

Any one from

• you will not know how much was added

• you might not get the same mass each time

‘measure weight’ or ‘weigh it’ ‘use a balance or scales’

1

‘they used the same amount of water’ ‘they stirred the same number of times’ ‘they stirred at the same speed’ ‘they stirred for the same time’

they used the same volume of water

‘you might not get the same amount of salt or sugar’

‘to make sure they used the same volume of water in each beaker’ ‘to measure amount of water’ ‘to measure the volume of salt or sugar’

to measure volume

Any one from

all five letters must be in the correct order

Accept

EDABC

Answer

• measure the mass

1

1

1

1

Mark

(d) (ii)

WSA1 WSB8

(d) (i)

WSB6

(c)

WSB7

(b)

WSB6 WSB8

(a)

Mark point

TOTAL MARKS 6

‘they stirred it’ is insufficient

‘to measure salt or sugar’ is insufficient

Additional Guidance

2 (d)

The first time they tried this investigation all the washing-up liquids made bubbles which went to the tops of the test-tubes.

2 (c)

Shine

Fresh

7

Turn over for the next question

What was Jane’s prediction?

Jane’s results support her prediction about Shine.

Glossy

This diagram shows her results.

She made a prediction about Shine washing-up liquid.

Jane tried the investigation again using less washing-up liquid in each test-tube.

6

Why should they use the same volume of washing-up liquid in each test-tube?

2 (b)

Why was this a problem?

What would they see if the results of their test supported the claim made on the poster?

They added each type of washing-up liquid to water in a test-tube and shook it.

They investigated the amount of bubbles three different washing-up liquids made.

Alan and Aysha saw a poster claiming that Glossy washing-up liquid makes more bubbles than other washing-up liquids.

2 (a)

2

1 mark maximum 4 marks

1 mark

1 mark

1 mark

Comparing washing up liquids

6

At GCSE these Working Scientifically skills are all essential, where students will be looking at more complex investigations and further consideration of the control of variables. They will also be expected to evaluate methods used and suggest improvements.

Looking ahead to GCSE:

• making predictions • identifying and controlling variables for a fair test • selecting appropriate methods in order to carry it out • interpreting observations to draw conclusions • showing an awareness of potential sources of error in investigative work

Working scientifically

This KS3 question is about…

Assessment of learning What this question is intended to assess …

• Ask students to identify, and put into words to explain, why some methods involve a fair test and others do not. Do not allow pupils to loosely refer to ‘fair testing’, without also explaining what it means in that specific situation i.e. what is being varied, what is being controlled and what is being measured.

• Stress that one of the purposes of controlling variables is to be able to compare one condition (in this case, one washing-up liquid) with another, so that the possible effect of any other differences has been removed. The method chosen therefore has to be able to reveal the effects of different conditions being investigated.

• Ask students to be critical of the method used in the question: – asking them to list any factors at all that would need controlling as Alan and Aysha carry out their investigation, and – asking them to generate ways that one could quantify the results (e.g. counting bubbles, measuring bubble height or volume), and how this could be carried out in practice.

What you could do next:

In parts (a) and (c), some students were not specific enough about the idea of investigations as a comparison between different conditions (one has more bubbles than the other), and also failed to mention the need to choose a method that allows comparison between amounts of bubbles in order to draw any conclusions (rather than just look at how many bubbles there are).

The original lower attaining Year 9 cohort who answered this question found it of relatively straightforward overall.

Student responses:

Assessment for learning What your students’ responses could be revealing about their understanding, and what you could do next …

“Implications for teaching and learning” commentaries for Y9 readiness-for-GCSE test questions

Question 2

WSB5 WSC12

(d)

WSB8 WSB14

(c)

WSB6

(b)

WSB5

(a)

Mark point

1

1

1

1

Mark

‘Shine would produce more bubbles than glossy’

• Shine will make most froth

7

‘Shine made the most bubbles’

‘they were all the same’

accept an appropriate practical problem which would prevent the collection of valid results such as ‘the bung stops the bubbles’ or ‘the test-tubes are not long enough’ or ‘they used too much washing-up liquid’

‘it is a controlled experiment’

‘more bubbles’

Accept

• Shine will have most bubbles

Any one from

• they could not know which made the most bubbles

• they could not tell the difference

• they could not tell which was better

• they could not compare them

• they could not compare the amounts of bubbles

Any one from

• if they use different amounts it will be unfair

• to make the test fair

Any one from

Glossy/it would have more/higher bubbles than the others

Answer

TOTAL MARKS 4

do not accept ‘the bubbles all went to the top’ do not accept ‘they could not see how many bubbles there were’

do not accept ‘lots of bubbles’

Additional Guidance

8830

10600

8100

8900

female 15–18

male 19–50

female 19–50

pregnant female

81.0

45.0

55.5

45.0

55.2

protein, in g

nutrients

278

253

331

276

360

carbohydrate, in g

84

77

100

84

109

fat, in g

11.3

14.8

14.8

8.7

14.8

_____________ _ mg

8

Calculate the difference in the recommended daily intake of calcium for a 15 year-old male and a 30 year-old male.

2 __________________________________

1 __________________________________

Iron is needed to make blood.

3 (d)

9

Turn over for the next question

Explain why a 15 year-old female might need more iron than a 15 year-old male.

Look at the table. Explain the difference in the amount of protein needed by a 25 year-old pregnant female and a 25 year-old female who is not pregnant.

3 (c)

3 (b) (ii) Calcium is needed for healthy bones. Explain the difference in the amount of calcium needed each day by a 15 year-old male and a 30 year-old male.

3 (b) (i)

700

700

700

800

iron

minerals, in mg

1000

calcium

Explain why two 16 year-old males of the same weight might need different amounts of energy.

11510

energy, in kj

male 15–18

group of people

The table shows the recommended daily intake of energy and some of the nutrients needed by different groups of people.

3 (a) (ii) Which two types of nutrient provide most of the energy in our diet?

3 (a) (i)

3

1 mark maximum 7 marks

1 mark

1 mark

1 mark

2 marks

1 mark

Nutritional requirements

8

An understanding of diet and imbalanced diets are also further developed at GCSE.

At GCSE these Working Scientifically skills are developed further in terms of more complex calculations, which may involve numbers with different numbers of significant figures.

Looking ahead to GCSE:

Nutrition and digestion • content of human diet • calculations of energy requirements in the diet • consequences of imbalances in the diet calculations of energy requirements in diet • reproduction in humans

• applying mathematics and calculating results

Working scientifically

This KS3 question is about…

Assessment of learning What this question is intended to assess …

• Present students with multi-column/multi-row tables such as this (e.g. food labelling, data about countries, the properties of elements etc.). Set tasks to get practice at extracting data from a table e.g. What is the value of ‘column Y’ for ‘row X’? Which row has the greatest value for a given column? etc. Ask them to calculate differences between values provided (e.g. how much more is A than B?) • Having taught about the parts of a diet, carry out matching activities to match part of the diet, to its use by the body, and to the activity or phase of life where it is most likely to be in demand.

What you could do next:

Of the original Year 9 cohort who answered this question, both lower and higher attainers had difficulty relating the names of different nutrients to their functions, and could not relate differences in dietary requirements to different demands on the body at different ages and for different genders. The calculation in (b)(i) was straightforward enough for the majority to get right however.

Student responses:

Assessment for learning What your students’ responses could be revealing about their understanding, and what you could do next …

“Implications for teaching and learning” commentaries for Y9 readiness-for-GCSE test questions

Question 3

BA5.20

(d)

BA5.20

(c)

BA3.10 BA3.12

(b) (ii)

WSC10

(b) (i)

BA3.11

(a) (ii)

BA3.10

(a) (i)

Mark point

1

1

1

1

2

1

Mark ‘one does sport or plays football’ ‘they have different metabolic rates’ ‘one works harder or does more work’ answers may be in either order accept a named carbohydrate, eg ‘sugar’ or ‘glucose’ or ‘starch’

one is more active

• carbohydrates • fats

• a 15 year-old female has periods

• a 15 year-old female menstruates

Any one from

• the baby needs protein

• a pregnant female needs protein for herself and the baby

• a pregnant female supplies the baby with protein

9

‘she supplies the baby’

‘she supplies the baby’

‘30 year-old male has stopped growing’

• by 30 the bones have already developed

Any one from

‘15 year-old male is growing or still developing’

• a boy’s bones or teeth are still growing

Any one from

300

Accept

Answer

TOTAL MARKS 7

Additional Guidance

Pupils observed birds in their gardens for one hour during the last week in January.

4 (b)

Jack says:

10

What additional survey data would Jack need to test his grandad’s idea?

Jack thinks that the results collected in 2002 cannot test his grandad’s idea that sparrows are less common than they used to be.

I can use survey data to find out if your idea is correct.

I think there were more sparrows around when I was your age.

Jack’s grandad says:

2 ________________________________________________________________________

1 ________________________________________________________________________

11

Turn over for the next question

4 (c) (ii) What pattern in the survey results would give Jack the evidence that his grandad was correct?

4 (c) (i)

4 (c)

Why are the results from this survey more reliable than one person’s observation?

4 (a)

Give two factors which are being controlled in this survey.

In January 2002, thousands of pupils recorded the numbers of different birds seen in their gardens in one hour. They sent their results to the Royal Society for the Protection of Birds who have kept data for many years.

4

1 mark maximum 5 marks

1 mark

1 mark

1 mark

1 mark

Bird survey

10

At GCSE these Working Scientifically skills are developed further in terms of the principles of sampling techniques so that they are representative.

Looking ahead to GCSE:

• taking an objective approach when planning to investigate • identifying and controlling variables for a fair test • using different methods to take measurements • evaluating an investigative method, and suggesting improvements

• When they are suggesting reasons for anything, encourage fuller explanations by asking ‘… and why might that be?’ or ‘… and that is because…why?’, or similar, so that they are as specific as they can be. Reward these specific explanations, rather than shallow ones – in both discussion and in writing.

• When they are providing answers to written or verbal questions about trends and patterns, if the answer is simplistic, such as ‘more’, ‘it gets bigger’, ‘it gets lower’ etc. push them to provide more detail about the conditions e.g. ask them ‘…more/bigger/lower than what?’, ‘…over what timescale/range?’, ‘… compared with what?’

• When looking at sampling techniques, stress that the ideas of trying to control variables is just as important as it is in other investigative approaches. Ask what ‘fair testing’ means in sampling situations i.e. what is being varied, what is being controlled and what is being measured.

What you could do next:

Of the original Year 9 cohort who answered this question both lower and higher attainers had difficulty with the notion of sampling and sample sizes. Students may not be specific enough when reporting that more results would be needed (saying simply ‘get more results’), or what detail of the pattern one might expect.

Student responses:

This KS3 question is about…

Working scientifically

Assessment for learning What your students’ responses could be revealing about their understanding, and what you could do next …

Assessment of learning What this question is intended to assess …

“Implications for teaching and learning” commentaries for Y9 readiness-for-GCSE test questions

Question 4

WSC12

(c) (ii)

WSB8

(c) (i)

WSB6

(b)

WSA01

(a)

Mark point

1

1

2

1

Mark

‘more sparrows would need to be recorded in earlier years than in 2002’

data would need to show fewer sparrows in 2002 than in earlier years

11

• ‘more data’ or • ‘data from the time when his grandad was young’ or • ‘data from when his grandad was young is not available’

‘data from another year or last year’

• they would need to compare data collected in another year with that available in 2002.

• they would need to look at the pattern in the data for more than a year.

Any one from

• time of year/season • location/gardens • duration of the observation

accept ‘the time’ for one mark if ‘time of year’ or ‘season’ or ‘duration’ is not given

‘one garden may not be typical’

• more data collected in the survey

Any two from

‘one person could make it up’

Accept

• a bigger sample

Any one from

Answer

TOTAL MARKS 5

‘the environment’ is insufficient

Additional Guidance

An alloy is a mixture of elements.

67

95

copper (g)

33

1

zinc (g)

1

carbon (g)

70

99

iron (g)

20

chromium (g)

mass of each element in 100 g of alloy

12

Use information in the table opposite to help you.

Why does bronze not rust?

Steel oxidises (rusts) but bronze does not rust.

Before 1992, two-pence coins were made of bronze.

_____________ _g

How much nickel does it contain?

13

Turn over for the next question

Give the name of this gas.

10

nickel (g)

Another alloy called nichrome contains only the elements chromium and nickel.

100 g of nichrome contains 20 g of chromium.

5 (d) (ii) Rusting (oxidising) requires water and a gas from the air.

5 (d) (i)

5 (d)

5 (c)

______________________________ and ______________________________

Which two alloys in the table contain only two metals?

38

4

tin (g)

5 (b)

62

lead (g)

Which alloy in the table above contains an element which is a non-metal?

brass

stainless steel

steel

solder

bronze

alloy

The table shows the mass of each element present in 100 g of five different alloys, bronze, solder, steel, stainless steel and brass.

5 (a)

5

1 mark maximum 5 marks

1 mark

1 mark

1 mark

1 mark

Alloys data table

12

An understanding of purity, properties of metals, and oxidation are also further developed at GCSE.

At GCSE these Working Scientifically skills are developed further in terms of more complex calculations, which may involve numbers with different numbers of significant figures; and tables with more data and more complex interpretation of trends and patterns.

Looking ahead to GCSE:

The Periodic Table • properties of metals and non-metals

Chemical reactions • oxidation reactions

• applying mathematics and calculating results • interpreting data presented in tables and presenting explanations of the data

Working scientifically

This KS3 question is about…

Assessment of learning What this question is intended to assess …

• Present students with multi-column/multi-row tables such as this (e.g. food labelling, data about countries, the properties of elements etc.). Set tasks to get practice at extracting data from a table e.g. What is the value of ‘column Y’ for ‘row X’? Which row has the greatest value for a given column? etc. Ask them to calculate differences between values provided (e.g. how much more is A than B?) • Using tables of data, set questions that require more than just reading the data from the table, but involve another step or element of understanding, as parts (a), (b) and (d)(i) do here. Whenever they provide answers based on tables, ask them to be explicit in explaining how they got there – i.e. which information they used and how it led to the answer.

What you could do next:

Of the original Year 9 cohort who answered this question both lower and higher attainers found the simple application of their knowledge of metals more straightforward than interpreting the data using unfamiliar substances such as bronze. Students may not be specific enough when answering a question – even when it says to ‘use the information in the table above’ or similar.

Student responses:

Assessment for learning What your students’ responses could be revealing about their understanding, and what you could do next …

“Implications for teaching and learning” commentaries for Y9 readiness-for-GCSE test questions

Question 5

CD14 CF26

(d) (ii)

CD14 CF26

(d) (i)

WSC10 WSC12

(c)

CF26

(b)

CF26

(a)

Mark point

1

1

1

1

1

Mark

Oxygen

It does not contain iron.

80

• brass • solder

Steel

Answer

13

‘ O 2’

‘it does not contain steel’ ‘only iron rusts’ or ‘only steel rusts’ ‘it is made of tin, copper and zinc’

‘100 – 20’

Accept

TOTAL MARKS 5

Answers may be in either order.

Both answers required for the mark.

do not accept ‘stainless steel’ do not accept ‘carbon’

Additional Guidance

People in different countries eat different amounts of starch.

5

25

14

30

United States

Netherlands

Britain

Ireland

10 15 20 number of people, per 100 000, with cancer of the large intestine

Finland

Which country had the greatest proportion of people with cancer of the large intestine?

Look at the scatter graph.

0

China

cheese

tomatoes

pasta

bread

chicken

¿ ¿sh

Tick the two correct boxes.

Which two of the following foods are good sources of starch?

Starch is a carbohydrate.

15

Turn over for the next question

protein

minerals

vitamins

fibre

fat

Tick the correct box.

6 (b) (ii) What other type of nutrient, needed as part of a balanced diet, keeps the intestine working well and prevents constipation?

6 (b) (i)

6 (a) (ii) What conclusion could you come to about the effect of eating starch on getting cancer of the large intestine?

6 (a) (i)

50

100

150

200

250

300

350

400

The scatter graph below shows her results.

A scientist compared the amount of starch that people ate with the number of people with cancer of the large intestine.

amount of starch eaten (g/day)

6

1 mark maximum 5 marks

2 marks

1 mark

1 mark

Starch and cancer scattergram

14

An understanding of diet and imbalanced diets are also further developed at GCSE, including the effect of lifestyle factors such as diet on the incidence of non-communicable diseases at local, national and global levels.

At GCSE these Working Scientifically skills are developed further in terms of more complex graphs, with more data and more complex interpretation of trends and patterns.

Looking ahead to GCSE:

Nutrition and digestion • content of human diet • consequences of imbalances in the diet calculations of energy requirements in diet

• interpreting data presented in graphs and presenting explanations of the data

Working scientifically

This KS3 question is about…

Assessment of learning What this question is intended to assess …

• By referring to the X- and Y-axes labels, ask students to simply read data from a range of different graphs (e.g. in this case, ‘When the amount of starch eaten is …, what is the number of people per 100 000 with cancer of the large intestine?’). Do this in both directions i.e. from X axis to Y axis, and vice versa.

• Using graphs with X- and Y-axes labelled, ask students to agree/disagree/not sure with a number of suggested conclusions, giving reasons.

• Encourage students to describe results in the form ‘The …er the X, the …er the Y’, or similar.

• Having taught about the parts of a diet, carry out matching activities to match part of the diet, to its use by the body, and to the activity or phase of life where it is most likely to be in demand.

What you could do next:

A common error was to select China as the country with the most cancer of the large intestine – possibly because it is simply the highest point up the Y axis of the graph. Also, some students concluded ‘people with cancer eat more starch’ – misunderstanding the cause and effect involved.

Of the original Year 9 cohort who answered this question both lower and higher attainers found this question relatively straightforward, although lower attainers struggled more with (a) (ii) (drawing conclusions from the graph) and (b)(ii) (fibre as part of a balanced diet).

Student responses:

Assessment for learning What your students’ responses could be revealing about their understanding, and what you could do next …

“Implications for teaching and learning” commentaries for Y9 readiness-for-GCSE test questions

Question 6

BA3.12

(b) (ii)

BA3.10

(b) (i)

WSC12

(a) (ii)

WSC12

(a) (i)

Mark point

1

2

1

1

Mark

• Accept the converse • ‘starch helps to prevent cancer’ • ‘you should eat a lot of starch’

the less starch eaten, the more people get cancer

• fibre 

15

‘US’ or ‘USA’ ‘America’ lower case letters for ‘US’

United States

• bread  • pasta 

Accept

Answer

TOTAL MARKS 5

if more than one box is ticked, award no mark

if more than two boxes are ticked, deduct one mark for each incorrect tick minimum mark zero

do not accept ‘people with cancer eat less starch’ ‘eat starch’ is insufficient

Additional Guidance

7 (d)

7 (c)

16

10 15 20 25 mass of salt added to the water (g)

On the graph, circle the result which does not fit the pattern.

5

30

35

Robert

18

Doubling the amount of salt doubles the length of the test-tube above the water.

When 10 g of salt is added, the length of the test-tube above the water will be 34 mm.

The length of the test-tube is 8 cm

The more salt added, the higher the test-tube À Àoats in the water.

conclusions

true

false

cannot tell

Look at the graph of their results and tick whether each conclusion is true or false or whether you cannot tell.

Abi and Robert wrote the conclusions listed below.

17

Turn over for the next question

Explain your answer.

Abi

Tick one box.

Who do you agree with?

Robert said there is no need to repeat this measurement.

Abi said she should repeat the measurement that does not fit the pattern.

7 (b) (ii) Suggest one reason for this result.

7 (b) (i)

28

30

32

36 length of test-tube above water level (mm) 34

38

40

0

Abi plotted her results on a graph.

7 (b)

42

What factor did Abi change as she carried out her investigation (the independent variable)?

She used a scale inside a test-tube to measure the length of the test-tube above the water level.

test-tube weighted down with lead

200 cm3 of water

water level

scale

Abi investigated how adding salt to water affects the way an object floats.

She used the apparatus below.

7 (a)

7

2 marks maximum 6 marks

1 mark

2 marks

1 mark

Floating object in salt water

16

At GCSE these Working Scientifically skills are developed further in terms of more complex investigations and graphs, with more data and more complex interpretation of trends and patterns. They will also be expected to evaluate methods used and suggest improvements – such as handling anomalies.

Looking ahead to GCSE:

• identifying and controlling variables for a fair test • applying mathematics and calculating results • interpreting data presented in graphs and presenting explanations of the data • showing an awareness of potential sources of error in investigative work

Working scientifically

This KS3 question is about…

Assessment of learning What this question is intended to assess …

• Clarify the meaning of the terms ‘independent’ and ‘dependent’ with reference to variables. Use the words ‘factor’ and ‘variable’ – both are required at KS3 and GCSE. • Before carrying out investigative work, ask students to suggest possible sources of random error, so that they learn to actively look out for them. At this stage, ask them to consider what they would look for if they had any anomalous results, and what they might do about them.

• By referring to the X- and Y-axes labels, ask students to simply read data from a range of different graphs (e.g. in this case, ‘When the mass of salt added is …, what is the length of test tube above water level?’). Do this in both directions i.e. from X axis to Y axis, and vice versa.

• Encourage students to describe results in the form ‘The …er the X, the …er the Y’, or similar.

• Using graphs with X- and Y-axes labelled, ask students to agree/disagree/not sure with a number of suggested conclusions, giving reasons.

What you could do next:

Of the original Year 9 cohort who answered this question both lower and higher attainers found this question relatively straightforward, although lower attainers lost marks when identifying the anomaly in the graph, and all struggled with (d) (drawing conclusions from the graph).

Student responses:

Assessment for learning What your students’ responses could be revealing about their understanding, and what you could do next …

“Implications for teaching and learning” commentaries for Y9 readiness-for-GCSE test questions

Question 7

WSC10 WSC12

2

1

(c) WSC14

(d)

1

1

1

Mark

WSC13 WSC14

(b) (ii)

WSC12

(b) (i)

WSB6

(a) (i)

Mark point





true



false



cannot tell

Robert • you can predict the results from the pattern in the graph

Abi • need to check accuracy • correct an error • check an anomaly

17

‘you can use the graph’ ‘you can ignore the point’ ‘there is enough evidence’

‘to check whether it is right or wrong’

‘the wrong mass was added’ ‘not enough salt was added’ ‘too much water’

• an error during the investigation

Any one from

‘she wrote the wrong result’ ‘she marked the wrong point on the graph’

‘she could have read the scale wrongly’

‘amount or weight of salt’

Accept

• a recording error

• an incorrect reading

Any one from

• point at (10, 33) circled

• concentration

• mass of salt (in the solution)

Any one from

Answer

TOTAL MARKS 6

• if all four rows are correct, award two marks • if two or three rows are correct, award one mark • if more than one box is ticked on any row, award no credit for that row

both the answer ‘Robert’ and the correct explanation are required for the mark award a mark if both Abi and Robert are ticked if the reason given explains why both could be correct

both the answer ‘Abi’ and the correct explanation are required for the mark

do not accept ‘too much salt’

‘salt’ is insufficient

Additional Guidance

80

naphthalene

1.2

0.8

1.0

density (mass of 1 cm3 in g)

ball of naphthalene

diagram 1

water at 70°C

On diagram 1, draw the shape and position of the naphthalene ten minutes later.

Arif placed a ball of naphthalene in a beaker containing water kept at 70°C.

Use the information in the table to help you answer parts (i) and (ii) below.

60

0

melting point in °C

paraf¿ f¿n wax

water

substance

The table gives some of the properties of three substances: water, paraffin wax and naphthalene.

8 (c)

8 (b)

20

diagram 2

water at 70°C

0

A

5

B

10

15 20 time, in minutes

C

25

D

30

35

E

______________

21

Turn over for the next question

Which letter on the graph shows when the stearic acid started to change state?

0

10

20

30

temperature 50 in °C 40

60

70

80

90

100

Arif plotted the following graph.

From ______________________________ to ______________________________

What was the change in the state of the stearic acid as it cooled?

As the stearic acid cooled down its state changed.

Arif then melted some crystals of stearic acid in a beaker. He placed a temperature probe in the stearic acid and left the stearic acid to cool.

ball of paraffin wax

On diagram 2, draw the shape and position of the paraffin wax ten minutes later.

8 (a) (ii) Arif repeated the experiment with a similar sized ball of paraffin wax.

8 (a) (i)

8 (a)

1 mark maximum 6 marks

1 mark

2 marks

2 marks

Melting substances

18

An understanding of changes of state and density is also further developed at GCSE, including explaining the differences in density in terms of the arrangements of atoms or molecules, calculating densities, and latent heat.

At GCSE these Working Scientifically skills are developed further in terms of more complex graphs, and more complex interpretation of trends and patterns, perhaps including more quantitative treatment of graph slope.

Looking ahead to GCSE:

Physical changes • Similarities and differences, including density, between solids liquids and gases

Energetics • Energy changes on changes of state

• interpreting data presented in graphs

Working scientifically

This KS3 question is about…

Assessment of learning What this question is intended to assess …

• Present students with tables such as this, using unfamiliar data. Ask them to tell each what they can work out from the table – what do the columns headings mean? What are the rows?

• When teaching changes of state, use the ‘states’ of matter i.e. less ‘Is it solid, liquid or gas?’, more ‘What state is it in?/How is it changing state?’’. Do not focus on water only. Using melting and boiling point data, ask students to tell you the state of different substances at given temperatures.

• Provide various line graphs with changing slopes, and ask students to “tell the story of the line” as they see it (e.g. “first it goes up gradually, then it levels out, then it goes up more steeply” etc.). Then ask them to put values on the places where the story changes, and explain the significance of the change, and what may be happening at that point.

What you could do next:

Of the original Year 9 cohort who answered this question both lower and higher attainers found this question challenging. Many students omitted parts of the question, or indicated that students had not used or understood all the information provided – either the density data, or the melting point data. Some responses indicated lack of familiarity with the term ‘change of state’.

Student responses:

Assessment for learning What your students’ responses could be revealing about their understanding, and what you could do next …

“Implications for teaching and learning” commentaries for Y9 readiness-for-GCSE test questions

Question 8

WSC12

(c) (i)

CE20

(b)

PE1.51

(a) (ii)

PE1.51

(a) (i)

Mark point

1

1

2

2

Mark

B

From liquid to solid

Answer

19

Accept

TOTAL MARKS 6

Answers must be in correct order

• one mark is for a layer of melted wax • one mark is for showing the wax floating on top of the water

• one mark is for a ball of solid naphthalene • one mark is for the naphthalene at the bottom of the beaker

Additional Guidance

9 (b)

9 (a)

9

23

Turn over for the next question

In the box below, draw and label a table that you could use to record your results.

22

one factor you would keep the same to help make your test fair.

the effect you would observe or measure as you carry out your investigation (the dependent variable)

z

z

the one factor you would change as you carry out your investigation (the independent variable)

z

In your plan you must write:

Assume you have access to all the usual laboratory equipment.

Write a plan for an investigation you could carry out in the school laboratory to test Amena’s idea.

Amena

I think that water evaporates faster if temperature is increased.

Amena described her idea about the evaporation of water.

1 mark maximum 4 marks

3 marks

Plan/record investigation

The original higher attaining Year 9 cohort who answered this question found it accessible. Many correctly stated both the independent and dependent variables. The majority recognised factors that would need to be controlled. In part (b), however, some drew a graph rather than a table, or a table that was not consistent with their answer to part (a).

What you could do next: • Clarify the meaning of the terms ‘independent’ and ‘dependent’ with reference to variables. Use the words ‘factor’ and ‘variable’ – both are required at KS3 and GCSE. • Using variables to plan investigations: – Ask students to generate questions in the format ‘How does X affect Y?’ (The questions generated do not have to be actually investigated in class.)

Working scientifically

• identifying and controlling variables for a fair test • selecting appropriate methods in order to carry it out • presenting data in tables

Looking ahead to GCSE:

At GCSE these Working Scientifically skills are developed further in terms of planning more complex investigations, and planning results tables without guidance.

20

Student responses:

This KS3 question is about…

– Although this question does not require it, the next logical step is to ask them to plan a graph as if they were to be plotting results. In most cases the X (independent) is on the X-axis, and the Y (dependent) on the Y-axis. They must label both axes with variable and units.

– Ask them to plan a table as if they were to be recording results. In most cases the X (independent) is in the first column of a table, on the left hand side, and the Y (dependent) in the later columns, towards the right hand side, with repeat results included in multiple columns before the average. They must label all columns with variable and units.

Assessment for learning What your students’ responses could be revealing about their understanding, and what you could do next …

Assessment of learning What this question is intended to assess …

“Implications for teaching and learning” commentaries for Y9 readiness-for-GCSE test questions

Question 9

WSC11

(b)

WSB6

(a)

Mark point

1

1

1

1

Mark

Accept

• a column or row indicating temperature and a column or row indicating time/volume lost/ volume remaining

• same ambient conditions

• shape of container

• starting volume of water

Any one from

21

accept ‘room temperature’ if the independent variable is ‘water temperature’

‘the amount of water’ accept a specified volume of water

‘measure how much water is left after a certain time’

• time taken for all the water to evaporate

• volume or mass or amount of water lost in a fixed time

‘the time for it to evaporate’ answers must refer to both time taken and amount of water lost

‘temperature’ ‘room temperature’

• rate of evaporation

Any one from

temperature of the water

You should read the answers to parts a and b before marking this question.

Parts a and b should be marked together.

Answer

TOTAL MARKS 4

• both headings are required for the mark • the units of measurement are not necessary for the mark • the second column or row should be consistent with the dependent variable identified in part a • ignore other columns in the table

‘same heater’ and ‘same starting measurement’ are insufficient

‘time taken’ is insufficient

do not accept responses that describe rates of heating

Additional Guidance

iron

magnesium

zinc

²

²

²

9

9

²

²

9

zinc

copper

10 (c)

+

______________

25

Turn over for the next question

Which of these metals will corrode first? Explain your answer.

In many houses the hot water pipes are made from copper and the boiler is made from iron.

least reactive ______________________

______________________

most reactive ______________________

Put the metals platinum, copper and silver in the correct order according to their reactivity.

10 (b) (ii) Platinum does not react with silver nitrate.

______________

10 (b) (i)

silver nitrate

Copper reacts with silver nitrate solution.

Complete the word equation for the reaction:

+

10 (b)

24

10 (a) (ii) Use the reactivity series to complete the table by writing in 9 or ² in the three empty boxes.

least reactive metal ______________________

______________________

______________________

most reactive metal ______________________

Use the information in the table to put the four metals in a reactivity series.

²

zinc sulphate

9

magnesium

The four metals have different reactivities.

²

magnesium sulphate

9

iron

10 (a) (i)

²

iron sulphate

copper

copper sulphate

metals

shows that no reaction took place.

solutions

²

9 shows that a reaction took place

Aisha repeated the experiment with fresh samples of the four metals and solutions of different salts. She recorded some of her results in a table.

copper

spotting tile

Aisha placed small samples of four different metals on a spotting tile.

She added drops of copper sulphate solution to each metal.

10 (a)

10

1 mark

1 mark maximum 7 marks

1 mark

2 marks

2 marks

Putting metals in order of reactivity

22

An understanding of the reactivity series and displacement reactions is also further developed at GCSE, including the use of symbol equations, and the extraction of metals using displacement.

At GCSE these Working Scientifically skills are developed further in terms of more complex conclusions to investigative work, consistent with a GCSE level of understanding of the science behind it.

Looking ahead to GCSE:

Materials • the reactivity series of metals

Chemical reactions • representing chemical reactions using equations • oxidation and displacement reactions

Working scientifically • interpreting observations to draw conclusions

This KS3 question is about…

Assessment of learning What this question is intended to assess …

• When they are suggesting reasons for anything, encourage fuller explanations by asking ‘… and why might that be?’ or ‘… and that is because…why?’, or similar, so that they are as specific as they can be. Reward these specific explanations, rather than shallow ones – in both discussion and in writing.

• Explain word equations as: “reactants (A+B etc.) react-to-produce (i.e. to translate the meaning of the arrow) products (C+D etc.).”

What you could do next:

The original higher attaining Year 9 cohort who answered this question found it accessible. Many correctly put the metals in their order of reactivity, and completed the word equation. Some struggled to correctly provide a reason in (c), based on the reactivity series.

Student responses:

Assessment for learning What your students’ responses could be revealing about their understanding, and what you could do next …

“Implications for teaching and learning” commentaries for Y9 readiness-for-GCSE test questions

Question 10

CD14

(c)

CG28

(b) (ii)

CD12 CD13 CD14

(b) (i)

CG28

(a) (ii)

WSC12 CG28

(a) (i)

Mark point

1

1

2

2

1

Mark

copper

iron because it is more reactive

copper silver platinum

copper nitrate + silver

zinc sulphate

magnesium sulphate

iron sulphate

copper sulphate

magnesium zinc iron copper

Answer

magnesium





zinc

23

‘iron because copper does not react’



iron

Accept

TOTAL MARKS 7

both the metal and the reason are required for the mark

All three metals must be in the correct order for the mark

The products may be in either order

Award one mark for each correct column

All four metals must be in the correct order for the mark

Additional Guidance

11 (b)

(

11 (a)

11

26

31

36

41

46

0.5

1.0

1.5

2.0

2.5

56

58

59

59

4.0

4.5

5.0

5.5

(

)

______________ °C

27

Turn over for the next question

From your curve, estimate the temperature of the water after three minutes.

)

Plot the points and draw a smooth curve of best fit.

Label the axes.

Use the results in the table to draw a graph on the grid.

57

3.5

26

20

0.0

3.0

Temperature (ºC)

Time (minutes)

One measurement is missing and another appears to be wrong.

His results are shown in the table.

He switched off the heater after 4 minutes, but continued to record the temperature.

John used an electrical heater to heat a cup of water. He kept stirring the water.

When the temperature reached 20°C, he started his stopwatch and measured the temperature of the water every half minute.

1 mark maximum 5 marks

4 marks

Water heating

• Practice choosing graph axes from tables: In most cases the independent variable is in the first column of a table, on the left hand side, and the dependent variable towards the right hand side. The independent becomes the X-axis, and the dependent becomes the Y-axis.

They must label both axes with variable and units.

• Practice line graphs skills. For example, ask students to make up data for each other to plot line graphs (perhaps by asking them to reverse-engineer from a graph to a table for someone else to plot). The axes can be simply called X and Y for this exercise, and data do not have to be real.

• Explain ‘lines of best fit’ as being the ‘line that best shows the trend of the data’. To avoid defaulting to a straight line, explain them as ‘curves of best fit’, but some might well be straight!

• Ask students to read data from a range of different graphs where the point does falls between easilyidentifiable lines. Do this in both directions i.e. from X axis to Y axis, and vice versa.

At GCSE these Working Scientifically skills are developed further in terms of plotting more complex graphs, including interpolation and extrapolation of graphs.

24

What you could do next:

The original higher attaining Year 9 cohort who answered this question found it accessible, and could label the axes correctly and use a correct scale for the axes. However, many could not plot all the points correctly and draw a smooth curve of best fit.

Student responses:

Assessment for learning What your students’ responses could be revealing about their understanding, and what you could do next …

Looking ahead to GCSE:

• applying mathematics • presenting and interpreting data in tables and graphs • showing an awareness of potential sources of error in investigative work

Working scientifically

This KS3 question is about…

Assessment of learning What this question is intended to assess …

“Implications for teaching and learning” commentaries for Y9 readiness-for-GCSE test questions

Question 11

WSC10 WSC12

(b)

WSC11 WSC14

(a)

Mark point

1

1

a smooth curve of best fit (not dot-to-dot)

1

an answer consistent with the drawn curve

11 points plotted to within half a small square

1

X-axis: time (minutes) Y-axis: temperature (°C)

Answer

appropriate scales such as 2 cm represents 10°C, 2 cm represents 1 minute

1

Mark

25

accept a tolerance of one small square

Accept

TOTAL MARKS 5

• at least one zero must be included at the origin

• units are required for the mark

• both answers are required for the mark

pupils can gain credit for correct responses to other parts if the axes are wrongly labelled

Additional Guidance

oak trees

winter moth caterpillars

great tits

sparrowhawks

Scientists studied the animals and plants in a large wood, over a period of time.

One food chain in the wood is shown below.

Explain why.

In the food chain above, the sparrowhawks contained the highest concentration of insecticide.

Insecticide was sprayed onto fields near the wood. Some of the insecticide was blown into the wood by the wind.

60

80

1965

1970 year

1975

1980

1985

What is the evidence from the graph for your answer?

______________

Use the graph to suggest the year when there were probably fewest sparrowhawks in the wood.

29

Turn over for the next question

12 (b) (ii) Explain the reasoning for the answer you have given in part (b) (i).

12 (b) (i)

1960

Adapted from Wytham Woods by Dr C M Perrins, published in The Biologist, Volume 36, 1989

0 1950

20

1955

The graph shows how the number of pairs of great tits changed in the wood over a period of time.

number of breeding pairs 40 of great tits

12 (b)

28

Give one other reason why the population of sparrowhawks might decrease.

12 (a) (ii) The use of insecticides could cause the population of sparrowhawks to decrease.

12 (a) (i)

12 (a)

1 mark maximum 5 marks

1 mark

1 mark

2 marks

Sparrowhawk food chain

26

An understanding of the interdependence of organisms and the effect of human activity is also further developed at GCSE.

At GCSE these Working Scientifically skills are developed further in terms interpreting more complex graphical data.

Looking ahead to GCSE:

Relationships in an ecosystem • interdependence of organisms in an ecosystem • how organisms affect and are affected by their environment, including the accumulation of toxic materials

• When they are suggesting reasons for anything, encourage fuller explanations by asking ‘… and why might that be?’ or ‘… and that is because…why?’, or similar, so that they are as specific as they can be. Reward these specific explanations, rather than shallow ones – in both discussion and in writing.

• Provide various line graphs with changing slopes, and ask students to “tell the story of the line” as they see it (e.g. “first it goes up gradually, then it levels out, then it goes up more steeply” etc.). Then ask them to put values on the places where the story changes, and explain the significance of the change, and what may be happening at that point.

What you could do next:

The original higher attaining Year 9 cohort who answered this question found it challenging. Many showed some understanding of the concentration of insecticide, but provided insufficient explanation. Many read the graph correctly but fewer explained their reasoning adequately.

Working scientifically

• interpreting data presented in graphs and presenting explanations of the data

Student responses:

Assessment for learning What your students’ responses could be revealing about their understanding, and what you could do next …

This KS3 question is about…

Assessment of learning What this question is intended to assess …

“Implications for teaching and learning” commentaries for Y9 readiness-for-GCSE test questions

Question 12

Or

(b) (ii) WSC13 BC1.30

WSC12

(b) (i)

(b) (ii)

WSC12

(b) (i)

Either

BC1.30 BC1.32

(a) (ii)

BC1.30 BC1.32

(a) (i)

Mark point

1

1

1

1

1

2

Mark

Not enough food for the sparrowhawks

27

1976 because the number of great tits was lowest

Fewest great tits were eaten

1961 because the number of great tits was highest

• fewer great tits

• reduced habitat

• lack of food or water

• climate change

• disease

Any one from

• the insecticide is persistent

• the insecticide is concentrated at each level in the food chain

• the insecticide is concentrated at each level in the food chain

• a sparrowhawk eats lots of great tits or each great tit eats lots of caterpillars

• great tits eat insects which contain insecticide

• sparrowhawks eat great tits which contain insecticide

Any two from

Answer

‘1975’ or ‘1977’ for 1976

‘1960’ or ‘1962’ for 1961

‘new predators’ ‘increase in predators’

Accept

TOTAL MARKS 5

both the date and the evidence are required for the mark

both the date and the evidence are required for the mark

Additional Guidance

13 (b)

13 (a)

13

9.0

9.0

9.0

16.0

18.0

20.0

Plot the points.

Draw a smooth curve.

z

z

______________

31

END OF QUESTIONS

What would be the likely pH of the solution if the pupil added a further 2 cm3 of alkali solution?

Look at the graph.

Label the axes.

z

Use his results to draw a graph on the grid below.

8.5

14.0

30

6.0

8.0

5.5

6.0

12.0

5.0

4.0

7.0

5.0

2.0

10.0

5.0

0.0

8.0

pH of resulting mixture

volume of alkali added (cm3)

His results are shown in the table below.

A pupil used a sensor to record the change in pH of 10 cm3 of an acid solution when an alkali solution was added a little at a time. The concentrations of the alkali and acid solutions were fixed.

1 mark maximum 5 marks

4 marks

Plotting and drawing a graph of pH

28

At GCSE these Working Scientifically skills are developed further in terms of plotting more complex graphs, including interpolation and extrapolation of graphs.

Looking ahead to GCSE:

• making predictions • applying mathematics • presenting and interpreting data in tables and graphs

Working scientifically

This KS3 question is about…

Assessment of learning What this question is intended to assess …

• Practice choosing graph axes from tables: In most cases the independent variable is in the first column of a table, on the left hand side, and the dependent variable towards the right hand side. The independent becomes the X-axis, and the dependent becomes the Y-axis. They must label both axes with variable and units.

• Practice line graphs skills. For example, ask students to make up data for each other to plot line graphs (perhaps by asking them to reverse-engineer from a graph to a table for someone else to plot). The axes can be simply called X and Y for this exercise, and data do not have to be real.

• Explain ‘lines of best fit’ as being the ‘line that best shows the trend of the data’. To avoid defaulting to a straight line, explain them as ‘curves of best fit’, but some might well be straight!

• Ask students to read data from a range of different graphs where the point does falls between easily-identifiable lines.

Do this in both directions i.e. from X axis to Y axis, and vice versa.

What you could do next:

The original higher attaining Year 9 cohort who answered this question found it challenging, although the very highest attaining students found it more accessible. Some students drew the axes the wrong way round, or made a scale error.

Many drew a line from point to point, instead of a curve of best fit.

Student responses:

Assessment for learning What your students’ responses could be revealing about their understanding, and what you could do next …

“Implications for teaching and learning” commentaries for Y9 readiness-for-GCSE test questions

Question 13

WSB5

(b)

CD16

WSC11

WSC10

(a)

Mark point

smooth curve of best fit

1

9.0

11 points correctly plotted

1

1

appropriate scales for volume of alkali and pH of mixture

volume or alkali in cm3 on the x axis and pH of mixture on the y axis

Answer

1

1

Mark

‘9’

29

Accept

TOTAL MARKS 5

do not accept a line drawn from point to point

this mark cannot be awarded for a non-linear scale

pupils can gain credit for correct responses to other parts if the axes are wrongly labelled

Additional Guidance

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Experimental skills and methods amenable to indirect assessment

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