Science 2006

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Science 2006

• Summary of findings 2005.
• Implications for 2006.
• A guide to key revision activities.
• Plenary.

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Key Stage 2 Outcomes
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SATs 2006

• Different aspects of scientific enquiry and
  ideas and evidence to be included in tests.
• of Sc 1 questions to remain fairly constant at
  15 Sc1, specific 25 double attributes.
• Knowledge and understanding still 60 of test.

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Science 2004
AT1 36 AT221.6 AT321.6
AT21.6
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Science 2005
AT1 42.5 AT2 19.5 AT317.5
AT20.5
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Implications 2006

• Concerns on time available to teach science
  particularly AT1 investigative work with demands
  of numeracy and literacy strategy.
• Cross curricular approach- strengthen
  transferable skills . More creative learning
  happening at borders of subjects - key skills
• Sc 1 balance between whole investigations and
  part investigations focusing in on particular
  aspect

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AT1 Science Skills

• Raising Questions
• Making Predictions
• Planning
• Selecting and using resources
• Observing and Measuring

• Using Texts
• Recording and reporting Findings
• Presenting Finding
• Analysing Results
• Drawing Conclusions
• Evaluating

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Implications

• Development of a whole school approach to
  investigation skills clear progression in
  skills raising questions , planning ,recording
  and presenting data ( see booklet).
• Whole school policy identifying when and how AT1
  skills will be taught across primary phase.
• KS1 support on levelling of science work
  February 10 th .

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AT1 implications.( page 26 ARA)

• Questions may cover the following aspects-
• describe how an investigation could be carried
  out.
• what factors need to be controlled
• which factors need to be measured.
• whether the outcome can be predicted ( survey
  sample size)
• how the results are to be presented
• what the results show and whether they match the
  predictions
• to explain the outcome and whether the evidence
  collected is significant, reliable and valid

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Sc 1 Scientific enquiry

• Three of the areas highlighted for improvement
  are
• specifying variables in an investigation.
• interpreting line graphs.
• using evidence to draw / support conclusions.
• Examples for looking at these areas will be
  taken from
• Test A, question 7a, building materials.
• Test A, question 2c, washing day
• Test B, questions 6c and 6d, mustard seeds

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Identifying variables
(b) The pupils planted seeds in pots. They put
one pot on the window sill and another in a
closed cupboard. They timed how long it took for
a shoot to appear.
(a) The pupils counted how many nails each of
their magnets could pick up.
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Test A, question 7a, building materials
The pupils are required to give both the IV and
DV to gain the mark.
Sc1/2a Level 4
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Good responses

• Define the factor to be changed (IV) and the
  factor to be measured (DV)
• How much water is absorbed by each brick ?
  (45)
• Allowable responses
• Which is most absorbent?
• How much water can a brick absorb?
• Which brick had the least water left in the pot?

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Insufficient responses

• 25 of pupils only gave one variable.
• Which brick is best? (IV)
• How much water was absorbed? (DV)
• A further 4 described an alternative
  investigation.
• Which brick is the heaviest?
• In this example, the DV is the weight of the
  brick.

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Below are a selection of responses given to
question 7a.
a How much water can a brick absorb? b What
amount of water is absorbed? c What happened to
the brick in water? d Which brick absorbed the
most water? e Amount of water left in the
container (cm3) f Is a brick impermeable? g How
much water had evaporated? h Why there was less
water
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The correct response is 7 hours this is the
point at which the graph levels out, showing the
mass of the jumper to be constant.
The majority of pupils incorrectly responded 9
hours.
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An example of a graph exploring the temperature
drop of a cup of hot water
1. What temperature did the water start at? 2.
When did the water cool the quickest? 3. Why
didnt the water cool to 0oC? 4. What could have
caused the graph line to go up around 80 minutes?
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Here are some answers to question 4 on the
previous slide. How would you mark them? A the
water warmed up B someone opened a window C a
radiator came on making the room warmer D the
water stopped losing heat E the Sun started to
shine on the beaker F the water was put on a
hot cooker
B
A
C
D
E
F
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Test B mustard seeds questions 6c and 6d
Sc1/2j Level 5
(d)
Return to 6d
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Here are some answers to question B6c. How would
you place them on the scale below? A it was
dark B it has got the most seeds C not as
many seeds germinated in the fridge or shed D
it has the highest number E only one seed did
not germinate in the cupboard F it goes 0, 25,
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Example questionTime taken for objects to fall a
controlled distance

• Do the results support or disprove the following
  statements or neither? Give reasons for your
  answer.
• The larger the mass, the quicker the object
  falls.
• A rectangular prism falls more slowly than a
  cube.
• Objects fall faster if there is more air
  resistance.
• An object with a mass of 8g will take 1 second to
  fall.

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Sc2 Life and living processes
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Test A, questions 1c, pond dipping Over half of
pupils achieving level 4 overall and over three
quarters of pupils achieving level 3 overall
gained only one of the two available
marks. Where should animals A, B, C and D go?
1
2
3
4
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Test B, question 3c, animals Nearly half of
pupils achieving level 3 overall and nearly a
third of those achieving level 4 overall only
gained the first of the two available marks.
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How could we sort these people into groups?
2
3
4
1
7
5
6
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Create a key
A
B
C
D
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Why are keys useful?
Is the person an adult?
Is the person male?
Does the person have much hair?
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Sc3 Materials and their properties
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Materials and their properties(Sc3)

• One of the areas highlighted for improvement is
  that of separation (filtering in particular).
• magnetism sieving filtering
• evaporation dissolving

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B 7 a and b
Sc3/3c Level 4
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Question 7b describing filtering

• Responses that gained credit fell into the
  following categories
• explaining what happens to both the sand and
  the water (good responses)
• explaining what happens to only the sand or the
  water (allowable)
• recognising a property of sand that allows it to
  be separated by this method (allowable)
• describing evaporation (allowable).

Skip examples
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Relating properties to methods of separation
Will one solid dissolve in water?
Does the solid dissolve in the liquid?
Is part of the mixture magnetic?
Are they two solids of different sizes?
Is it a solid and liquid mixture?
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Separating key
Mixture
Is part of the mixture magnetic?
No
Is it a solid and liquid mixture?
Yes
No
Yes
Use a magnet
Are the two solids of different sizes?
Does the solid dissolve in the liquid?
No
Yes
Yes
No
Will one solid dissolve in water?
Use a sieve
Use a filter or a sieve
Evaporate
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Sc 4 Physical Processes

• How cells are orientated in a circuit
• Knowledge of forces

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Test B, question 5aiii
Sc4/1a Level 4
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Examples of Responses

• One of the batteries needs to be turned round the
  opposite way ( good creditworthy )
• There are two plus signs together( good credit
  worthy )
• The batteries are the wrong way round (
  allowable)
• The and are in the wrong places (
  insufficient)
• The position of the battery is wrong (
  insufficient)

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friction
weight
Forces
upthrust
gravity
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Test A, question 9b
Sc4/2d Level 5
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Examples of Responses

• He is being pushed up by an equal force to
  gravity , upthrust.( credit worthy )
• The force of the water is pushing him up
• ( creditworthy)
• The water is holding him up ( allowable)
• Because of upthrust ( allowable)

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Non creditworthy Responses

• Upthrust and gravity compete but upthrust is
  stronger in water (level 5)
• Upward thrust is stopping gravity (level 4)
• He is lighter than water ( level 4)
• He doesnt want to go down (level 3)
• He has little weight ( level 3)

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Test A, question 9c
Sc4/2b,c Level 5
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Responses to question 9c

• Just under a third of all pupils only ticked one
  correct box. Most of these chose there is more
  weight rather than there is more friction.
• Approximately an eighth of pupils, achieving at
  all levels in the test, chose there is more
  weight and there is less friction.

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Implications for 2006

• Clear focus on factors , the reliability of
  evidence and explaining results modelling
  explanations.
• Key scientific vocabulary important level
  indicator. Issue in precision of language used.

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Areas to consider when revising

• Set up a baseline assessment in each aspect of
  an attainment target to determine revision needs
  - 2004 test.
• Use different strategies VAK i, mini tests,
  quizzes, learning posters, white boards , flash
  cards, chase the answer.

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A resource guide to revision

• AT revision booklets 1- 4. Now have contents
  pages and any QCA unit links.
• Science AT 1 booklet
• Scientific terms.
• Planning experiments activity 1.
• Raising questions activity 2.
• Presenting data activity 3.
• AT2 , 3 and 4 booklets
• Contents in order of P of S
• Learning zone
• SAT revision booklets
• QCA support materials units 1-5 (see
  handouts)