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How to succeed in new GCSE assessment. Explaining our research-based teaching model for complex processes.
Citation preview
THE resource for GCSE 2011
how to succeed in new GCSE assessment
Explaining our research-based teaching model for complex processes
Two scientists investigated animals
on islands compared with the
mainland Islands have different
conditions like being windy and may
lack food and shelter
Scientist A animals grow
BIGGER on islands
Scientist B animals grow
SMALLER on
islands
Look at these findings Figure out ndash if you can ndash how Darwinrsquos theory of natural selection can explain BOTH
ldquo ldquo ldquo Evil OCR examiner 4
marks
Look at this graph I bet you canrsquot use it to explain why a liquid cools when it evaporates
Molecules in a liquid do not all
have the same speed
No
of
mole
cule
s
Speed of molecules
ldquo ldquo Evil AQA examiner 6
marks
Read this Yoursquoll never be able to decide whether reducing the emissions will reduce global warming
Engines in large ships particles of
black soot and sulphate into the
atmosphere in their exhaust
In the Atlantic Ocean the soot often
lands on the Arctic ice But sulfates
stay in the atmosphere and reflect
sunlight
Campaigners want these emissions
greatly reduced
Evil Edexcel
examiner
ldquo ldquo 6
marks
Q1 Whatrsquos the pattern in pollution levels
Q2 When was pollution highest
Q3 Whatrsquos the average pollution level
Do explicitly teach the skills needed
AQA
OCR Edexcel
Gradual release of responsibility
1Break a complex process into small chunks
2Teach one at a time make the thinking visible
3Give whole-task guided practice with emphases
4Provide lsquoscaffoldsrsquo for the early stages
5Achieve fluency with more practice across context
copy Association for Science Education and Centre for Science Education 2011
A teaching model for complex processes
Cognitive load theory
bullConnects the mindrsquos architecture to teaching
bullLimited processing capacity = lsquoworking memoryrsquo
bullUnlimited long-term memory
bullAvoid overload it stops learning amp problem-solving
bullGood instruction carefully limits cognitive load
copy Association for Science Education and Centre for Science Education 2011
A theoretical basis for the teacing model
Vecteurs Le concept de direction eacutetablit une relation entre deux points dans lespace cest-agrave la laquodirectionraquo dun point agrave un autre Par exemple la direction du point A au point B peut ecirctre deacutesigneacute de A agrave B tandis que la direction opposeacutee serait dans ce cas B-to-A La direction est sans dimension cest il na pas duniteacute de mesure et repreacutesente seulement une ligne de deacutesigner le sens de partir agrave (de A agrave B) sans aucun sens de laquocombienraquo qui est consideacutereacute comme l importance dune quantiteacute mesurable
copy CSE and ASE 2011 This page may have been changed from the original
Presents
A tool for GCSE
10
Title slide Title slide
How wersquove embedded the researchtheory
ELICIT 11
To improve your analytical skills by
Comparing some physical properties
of copper and aluminium
Drawing up a table to organise data
Displaying patterns in the data
on a chart or graph
11
copy Association for Science Education and Centre for Science Education 2011
Objectives
Engage - context
12
copy Association for Science Education and Centre for Science Education 2011
Starter 1
discuss
Starter 1
copy Association for Science Education and Centre for Science Education 2011
14
copy Association for Science Education and Centre for Science Education 2011
Main 1
and thefts continue to rise
Could cables
be made from a
less valuable
metal
More science discuss
Overall task
15
copy Association for Science Education and Centre for Science Education 2011
Main 1
Irsquove done some conductivity tests
Aluminium looks promising
Organise my findings
so I can include them
in this report
Students given data
16
If itrsquos clear why a result is
anomalous leave it out
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Collect
RESULTS
Name X (the independent variable)
and Y (the dependent variable)
and give their units
Make space for each set of results
If these are repeats add space for an average
1 Complete a table
Breakdown of skill draw table
17
Name X (the independent variable)
and Y (the dependent variable) and
give their units (if they have any)
Main 1 training slide 1
Choose this sort of table because
the current has been measured
It does not need to be
calculated
Type
of
metal
Current in cable
(amps)
17
copy Association for Science Education and Centre for Science Education 2011
Make step-by-step thinking visible
18
Make space for each set of
results If these are repeats
add space for an average
Main 1 training slide 2
We have 2 results for each
metal so wersquoll need an
average column
Type
of
metal
Current in cable
(amps)
1 2 average
18
copy Association for Science Education and Centre for Science Education 2011
19
copy Association for Science Education and Centre for Science Education 2011
Main 1
Aluminium isnrsquot such a good conductor
but perhaps we can compensate by
using thicker cables
Show how the current
changes when the
cable diameter
increases
Next process draw graph
20
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
Use a line graph to
show what happens
to Y as X increases
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Breakdown of skill plot graph
The independent
variable tested
goes on the
X axis
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
21
copy Association for Science Education and Centre for Science Education 2011
The dependent
variable measured
goes on the
Y axis
Main 1 training slide 5
Make step-by-step thinking visible
for the Y axis
range = 740-40 = 700
700divide8 = 87
so round up to 100
Itrsquos fine to label
alternate lines
600
800
200
400
0
Only start at
zero if some of
your results
are close to
zero
22
copy Association for Science Education and Centre for Science Education 2011
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
Main 1 training slide 6
for the X axis
range = 20-5 = 15
15divide5 = 3
so round up to 5
but its neater to label
every other square
600
800
200
400
0
10 20
Cable diameter (mm)
Write the values
on lines ndash not in gaps
Each
cm must
be worth
the same
number
of units
Cu
rren
t in
cable (am
ps)
23
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 7
600
800
200
400
0 10 20
Cable diameter (mm)
X
X
X
X
Cu
rren
t in
cable (am
ps)
24 24
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 9
25
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
If itrsquos clear why a result is
anomalous leave it out
The 7 is an outlier
It is an anomalous result
so it should be checked
Use a line graph to
show what happens
to Y as X increases
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Y can be measured Y is calculated from A and B
Collect
RESULTS
Analyser
SS1
X
(units)
Y (units)
Name X (the independent variable)
and Y (the dependent variable)
and give their units
X
(units)
A
(units)
B
(units)
Y
(units)
Make space for each set of results
If these are repeats add space for an average
X
(units)
Y (units)
1 2 3 Average
a
b
X
(units)
A
(units)
B
(units)
Y
(units)
Average
Y (units)
a
b
eg 2 7 3
eg Average = (2+7+3) = 4
3
But 7 is anomalous so a more
trustworthy average is (2+3) = 25
2
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
Write the
X values
in spaces
Write the
Y values
on lines
Use a line
of best fit or
curve to show
the trend
Write the
X and Y values
on the lines
not in the gaps
Only start at zero if some of
your results are close to zero
Each cm must be worth
the same number of units
1 Complete a table
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Scaffold sheet given to students
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Edexcel
Edexcel P2F Q6
Decompose
it
What knowledge and skills are
needed to get the 12 marks
6 marks explanation
6 marks QWC
30
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
describe the
PATTERN
give
NUMBERS
suggest
REASONS
spot the
TREND
Give details Check
the common patterns
for ideas
Say what happens to Y as
X increases Use the
names of these variables
Use scientific ideas to
suggest reasons for any
pattern or difference
Say what
is different
about them
Common patterns
positive correlation
negative correlation
Y changes by
the same amount
for each increase
in X
Y changes
more slowly
as X gets larger
Y changes
more quickly
as X gets larger
Y is directly
proportional to X
so if X doubles
Y doubles
Y fluctuates
X
Y
Y increases
as X increases
1 graph Y does not
change
Y decreases
as X increases
2 graphs or
one with 2 parts
In graph A
Y changes
more for each
increase in X
In graph A
Y reaches a
higher
maximum
value
Y is inversely
proportional to X
if X times Y always
gives the same value
Y rises reaches a
peak and then falls
Choose values to illustrate
any pattern or difference
These values
show that
Y increases
These show
what is different
about the graphs
COMPARE
numbers
1 graph 2 or more
Use numbers
to show how big
any difference is
In graph A
the maximum value
of Y is double what
it is in graph B
gradient = change in Y
change in X
The gradient of
graph A is four
times the gradient
of graph B
Worked examples
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
Analyser
X
Y
X
Y
X
Y
210
Between 0
and 1
but between
1 and 2
X
Y
SS1b Analyser Lifeline 2
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Scaffold sheet given to students
AQA
copy Association for Science Education and Centre for Science Education 2011
Teach complex
processes
Teach content and
apply processes
copy Association for Science Education and Centre for Science Education 2011
lsquoReasonerrsquo uses banning sun beds to teach
- identify conflicting evidence and weaknesses
- decide how well evidence supports a claim
- suggest further tests
lsquoCommunicatorrsquo uses games to teach QWC
- analyse a question for meaning
- identify key points
- organise them logically
copy Association for Science Education and Centre for Science Education 2011
Limestone (Edexcel) Students battle with
lsquosinkholesrsquo and silence campaignersrsquo
objections to a mega quarry
Energy transfer (AQA) Students model the
cooling system of a laptop to get to the bottom
of a fire casualty
Heart disease (OCR) Students diagnose and
treat a mysterious AampE hospital case by
analysing conflicting data
copy CSE and ASE 2011 This page may have been changed from the original
Presents
An Application for AQA
35
Title slide
Sample lsquoApplication lessonrsquo
ELICIT STARTER 36
Objectives
Find out how harmful bacteria form
antibiotic-resistant strains
Discover why resistant strains
spread rapidly
Draw conclusions from evidence about
new ways of treating infections
36
copy Association for Science Education and Centre for Science Education 2011
Objectives
37
Scientists are testing new
weapons against superbugs
ELICIT STARTER
cockroach
brains
silver
nanoparticles
honey
Is there enough evidence
to show that they work
Main 2 task
SS3 ndash 6
Are any worth funding
copy CSE and ASE 2011
Research SS3
Scientist Simon Lee UK
Investigation
grow two types of bacteria on agar plates
add cockroach brain juice and leave for
two hours at 37 ordmC
Type of bacteria Percentage of bacteria
killed
MRSA
More than 90
Escherichia coli More than 90
If an antibiotic kills 90 of the
bacteria your bodyrsquos immune system
can kill the rest
Results
Scientist UM Seraj Bangladesh
Investigation
grow different types of bacteria on agar plates
add cockroach juice and leave overnight at 37 ordmC
SS3
SS3
Zon
e of clearan
ce (m
m)
Type of bacteria
Results
copy CSE and ASE 2011 copy CSE and ASE 2011
Scientist Arne Simon Germany
Research SS4
Observations
A 12-year old leukaemia patient
had an MRSA-infected wound
Doctors treated the wound with
antiseptic for 12 days It did not
get better
Then doctors treated the wound with
Australian medical honey made from
Manuka flowers Two days later the
wound had cleared up
Manuka
flowers
Scientist Ahmed Sukari Halim Malaysia
Investigation
anaesthetise 36 rats and make burn
wounds on them
infect the rat wounds with bacteria
cover the wounds with honey
SS4
copy CSE and ASE 2011
SS4
Results
Relative n
um
ber of
bacteria
days after honey dressings applied
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
Two scientists investigated animals
on islands compared with the
mainland Islands have different
conditions like being windy and may
lack food and shelter
Scientist A animals grow
BIGGER on islands
Scientist B animals grow
SMALLER on
islands
Look at these findings Figure out ndash if you can ndash how Darwinrsquos theory of natural selection can explain BOTH
ldquo ldquo ldquo Evil OCR examiner 4
marks
Look at this graph I bet you canrsquot use it to explain why a liquid cools when it evaporates
Molecules in a liquid do not all
have the same speed
No
of
mole
cule
s
Speed of molecules
ldquo ldquo Evil AQA examiner 6
marks
Read this Yoursquoll never be able to decide whether reducing the emissions will reduce global warming
Engines in large ships particles of
black soot and sulphate into the
atmosphere in their exhaust
In the Atlantic Ocean the soot often
lands on the Arctic ice But sulfates
stay in the atmosphere and reflect
sunlight
Campaigners want these emissions
greatly reduced
Evil Edexcel
examiner
ldquo ldquo 6
marks
Q1 Whatrsquos the pattern in pollution levels
Q2 When was pollution highest
Q3 Whatrsquos the average pollution level
Do explicitly teach the skills needed
AQA
OCR Edexcel
Gradual release of responsibility
1Break a complex process into small chunks
2Teach one at a time make the thinking visible
3Give whole-task guided practice with emphases
4Provide lsquoscaffoldsrsquo for the early stages
5Achieve fluency with more practice across context
copy Association for Science Education and Centre for Science Education 2011
A teaching model for complex processes
Cognitive load theory
bullConnects the mindrsquos architecture to teaching
bullLimited processing capacity = lsquoworking memoryrsquo
bullUnlimited long-term memory
bullAvoid overload it stops learning amp problem-solving
bullGood instruction carefully limits cognitive load
copy Association for Science Education and Centre for Science Education 2011
A theoretical basis for the teacing model
Vecteurs Le concept de direction eacutetablit une relation entre deux points dans lespace cest-agrave la laquodirectionraquo dun point agrave un autre Par exemple la direction du point A au point B peut ecirctre deacutesigneacute de A agrave B tandis que la direction opposeacutee serait dans ce cas B-to-A La direction est sans dimension cest il na pas duniteacute de mesure et repreacutesente seulement une ligne de deacutesigner le sens de partir agrave (de A agrave B) sans aucun sens de laquocombienraquo qui est consideacutereacute comme l importance dune quantiteacute mesurable
copy CSE and ASE 2011 This page may have been changed from the original
Presents
A tool for GCSE
10
Title slide Title slide
How wersquove embedded the researchtheory
ELICIT 11
To improve your analytical skills by
Comparing some physical properties
of copper and aluminium
Drawing up a table to organise data
Displaying patterns in the data
on a chart or graph
11
copy Association for Science Education and Centre for Science Education 2011
Objectives
Engage - context
12
copy Association for Science Education and Centre for Science Education 2011
Starter 1
discuss
Starter 1
copy Association for Science Education and Centre for Science Education 2011
14
copy Association for Science Education and Centre for Science Education 2011
Main 1
and thefts continue to rise
Could cables
be made from a
less valuable
metal
More science discuss
Overall task
15
copy Association for Science Education and Centre for Science Education 2011
Main 1
Irsquove done some conductivity tests
Aluminium looks promising
Organise my findings
so I can include them
in this report
Students given data
16
If itrsquos clear why a result is
anomalous leave it out
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Collect
RESULTS
Name X (the independent variable)
and Y (the dependent variable)
and give their units
Make space for each set of results
If these are repeats add space for an average
1 Complete a table
Breakdown of skill draw table
17
Name X (the independent variable)
and Y (the dependent variable) and
give their units (if they have any)
Main 1 training slide 1
Choose this sort of table because
the current has been measured
It does not need to be
calculated
Type
of
metal
Current in cable
(amps)
17
copy Association for Science Education and Centre for Science Education 2011
Make step-by-step thinking visible
18
Make space for each set of
results If these are repeats
add space for an average
Main 1 training slide 2
We have 2 results for each
metal so wersquoll need an
average column
Type
of
metal
Current in cable
(amps)
1 2 average
18
copy Association for Science Education and Centre for Science Education 2011
19
copy Association for Science Education and Centre for Science Education 2011
Main 1
Aluminium isnrsquot such a good conductor
but perhaps we can compensate by
using thicker cables
Show how the current
changes when the
cable diameter
increases
Next process draw graph
20
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
Use a line graph to
show what happens
to Y as X increases
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Breakdown of skill plot graph
The independent
variable tested
goes on the
X axis
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
21
copy Association for Science Education and Centre for Science Education 2011
The dependent
variable measured
goes on the
Y axis
Main 1 training slide 5
Make step-by-step thinking visible
for the Y axis
range = 740-40 = 700
700divide8 = 87
so round up to 100
Itrsquos fine to label
alternate lines
600
800
200
400
0
Only start at
zero if some of
your results
are close to
zero
22
copy Association for Science Education and Centre for Science Education 2011
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
Main 1 training slide 6
for the X axis
range = 20-5 = 15
15divide5 = 3
so round up to 5
but its neater to label
every other square
600
800
200
400
0
10 20
Cable diameter (mm)
Write the values
on lines ndash not in gaps
Each
cm must
be worth
the same
number
of units
Cu
rren
t in
cable (am
ps)
23
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 7
600
800
200
400
0 10 20
Cable diameter (mm)
X
X
X
X
Cu
rren
t in
cable (am
ps)
24 24
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 9
25
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
If itrsquos clear why a result is
anomalous leave it out
The 7 is an outlier
It is an anomalous result
so it should be checked
Use a line graph to
show what happens
to Y as X increases
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Y can be measured Y is calculated from A and B
Collect
RESULTS
Analyser
SS1
X
(units)
Y (units)
Name X (the independent variable)
and Y (the dependent variable)
and give their units
X
(units)
A
(units)
B
(units)
Y
(units)
Make space for each set of results
If these are repeats add space for an average
X
(units)
Y (units)
1 2 3 Average
a
b
X
(units)
A
(units)
B
(units)
Y
(units)
Average
Y (units)
a
b
eg 2 7 3
eg Average = (2+7+3) = 4
3
But 7 is anomalous so a more
trustworthy average is (2+3) = 25
2
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
Write the
X values
in spaces
Write the
Y values
on lines
Use a line
of best fit or
curve to show
the trend
Write the
X and Y values
on the lines
not in the gaps
Only start at zero if some of
your results are close to zero
Each cm must be worth
the same number of units
1 Complete a table
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Scaffold sheet given to students
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Edexcel
Edexcel P2F Q6
Decompose
it
What knowledge and skills are
needed to get the 12 marks
6 marks explanation
6 marks QWC
30
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
describe the
PATTERN
give
NUMBERS
suggest
REASONS
spot the
TREND
Give details Check
the common patterns
for ideas
Say what happens to Y as
X increases Use the
names of these variables
Use scientific ideas to
suggest reasons for any
pattern or difference
Say what
is different
about them
Common patterns
positive correlation
negative correlation
Y changes by
the same amount
for each increase
in X
Y changes
more slowly
as X gets larger
Y changes
more quickly
as X gets larger
Y is directly
proportional to X
so if X doubles
Y doubles
Y fluctuates
X
Y
Y increases
as X increases
1 graph Y does not
change
Y decreases
as X increases
2 graphs or
one with 2 parts
In graph A
Y changes
more for each
increase in X
In graph A
Y reaches a
higher
maximum
value
Y is inversely
proportional to X
if X times Y always
gives the same value
Y rises reaches a
peak and then falls
Choose values to illustrate
any pattern or difference
These values
show that
Y increases
These show
what is different
about the graphs
COMPARE
numbers
1 graph 2 or more
Use numbers
to show how big
any difference is
In graph A
the maximum value
of Y is double what
it is in graph B
gradient = change in Y
change in X
The gradient of
graph A is four
times the gradient
of graph B
Worked examples
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
Analyser
X
Y
X
Y
X
Y
210
Between 0
and 1
but between
1 and 2
X
Y
SS1b Analyser Lifeline 2
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Scaffold sheet given to students
AQA
copy Association for Science Education and Centre for Science Education 2011
Teach complex
processes
Teach content and
apply processes
copy Association for Science Education and Centre for Science Education 2011
lsquoReasonerrsquo uses banning sun beds to teach
- identify conflicting evidence and weaknesses
- decide how well evidence supports a claim
- suggest further tests
lsquoCommunicatorrsquo uses games to teach QWC
- analyse a question for meaning
- identify key points
- organise them logically
copy Association for Science Education and Centre for Science Education 2011
Limestone (Edexcel) Students battle with
lsquosinkholesrsquo and silence campaignersrsquo
objections to a mega quarry
Energy transfer (AQA) Students model the
cooling system of a laptop to get to the bottom
of a fire casualty
Heart disease (OCR) Students diagnose and
treat a mysterious AampE hospital case by
analysing conflicting data
copy CSE and ASE 2011 This page may have been changed from the original
Presents
An Application for AQA
35
Title slide
Sample lsquoApplication lessonrsquo
ELICIT STARTER 36
Objectives
Find out how harmful bacteria form
antibiotic-resistant strains
Discover why resistant strains
spread rapidly
Draw conclusions from evidence about
new ways of treating infections
36
copy Association for Science Education and Centre for Science Education 2011
Objectives
37
Scientists are testing new
weapons against superbugs
ELICIT STARTER
cockroach
brains
silver
nanoparticles
honey
Is there enough evidence
to show that they work
Main 2 task
SS3 ndash 6
Are any worth funding
copy CSE and ASE 2011
Research SS3
Scientist Simon Lee UK
Investigation
grow two types of bacteria on agar plates
add cockroach brain juice and leave for
two hours at 37 ordmC
Type of bacteria Percentage of bacteria
killed
MRSA
More than 90
Escherichia coli More than 90
If an antibiotic kills 90 of the
bacteria your bodyrsquos immune system
can kill the rest
Results
Scientist UM Seraj Bangladesh
Investigation
grow different types of bacteria on agar plates
add cockroach juice and leave overnight at 37 ordmC
SS3
SS3
Zon
e of clearan
ce (m
m)
Type of bacteria
Results
copy CSE and ASE 2011 copy CSE and ASE 2011
Scientist Arne Simon Germany
Research SS4
Observations
A 12-year old leukaemia patient
had an MRSA-infected wound
Doctors treated the wound with
antiseptic for 12 days It did not
get better
Then doctors treated the wound with
Australian medical honey made from
Manuka flowers Two days later the
wound had cleared up
Manuka
flowers
Scientist Ahmed Sukari Halim Malaysia
Investigation
anaesthetise 36 rats and make burn
wounds on them
infect the rat wounds with bacteria
cover the wounds with honey
SS4
copy CSE and ASE 2011
SS4
Results
Relative n
um
ber of
bacteria
days after honey dressings applied
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
Look at this graph I bet you canrsquot use it to explain why a liquid cools when it evaporates
Molecules in a liquid do not all
have the same speed
No
of
mole
cule
s
Speed of molecules
ldquo ldquo Evil AQA examiner 6
marks
Read this Yoursquoll never be able to decide whether reducing the emissions will reduce global warming
Engines in large ships particles of
black soot and sulphate into the
atmosphere in their exhaust
In the Atlantic Ocean the soot often
lands on the Arctic ice But sulfates
stay in the atmosphere and reflect
sunlight
Campaigners want these emissions
greatly reduced
Evil Edexcel
examiner
ldquo ldquo 6
marks
Q1 Whatrsquos the pattern in pollution levels
Q2 When was pollution highest
Q3 Whatrsquos the average pollution level
Do explicitly teach the skills needed
AQA
OCR Edexcel
Gradual release of responsibility
1Break a complex process into small chunks
2Teach one at a time make the thinking visible
3Give whole-task guided practice with emphases
4Provide lsquoscaffoldsrsquo for the early stages
5Achieve fluency with more practice across context
copy Association for Science Education and Centre for Science Education 2011
A teaching model for complex processes
Cognitive load theory
bullConnects the mindrsquos architecture to teaching
bullLimited processing capacity = lsquoworking memoryrsquo
bullUnlimited long-term memory
bullAvoid overload it stops learning amp problem-solving
bullGood instruction carefully limits cognitive load
copy Association for Science Education and Centre for Science Education 2011
A theoretical basis for the teacing model
Vecteurs Le concept de direction eacutetablit une relation entre deux points dans lespace cest-agrave la laquodirectionraquo dun point agrave un autre Par exemple la direction du point A au point B peut ecirctre deacutesigneacute de A agrave B tandis que la direction opposeacutee serait dans ce cas B-to-A La direction est sans dimension cest il na pas duniteacute de mesure et repreacutesente seulement une ligne de deacutesigner le sens de partir agrave (de A agrave B) sans aucun sens de laquocombienraquo qui est consideacutereacute comme l importance dune quantiteacute mesurable
copy CSE and ASE 2011 This page may have been changed from the original
Presents
A tool for GCSE
10
Title slide Title slide
How wersquove embedded the researchtheory
ELICIT 11
To improve your analytical skills by
Comparing some physical properties
of copper and aluminium
Drawing up a table to organise data
Displaying patterns in the data
on a chart or graph
11
copy Association for Science Education and Centre for Science Education 2011
Objectives
Engage - context
12
copy Association for Science Education and Centre for Science Education 2011
Starter 1
discuss
Starter 1
copy Association for Science Education and Centre for Science Education 2011
14
copy Association for Science Education and Centre for Science Education 2011
Main 1
and thefts continue to rise
Could cables
be made from a
less valuable
metal
More science discuss
Overall task
15
copy Association for Science Education and Centre for Science Education 2011
Main 1
Irsquove done some conductivity tests
Aluminium looks promising
Organise my findings
so I can include them
in this report
Students given data
16
If itrsquos clear why a result is
anomalous leave it out
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Collect
RESULTS
Name X (the independent variable)
and Y (the dependent variable)
and give their units
Make space for each set of results
If these are repeats add space for an average
1 Complete a table
Breakdown of skill draw table
17
Name X (the independent variable)
and Y (the dependent variable) and
give their units (if they have any)
Main 1 training slide 1
Choose this sort of table because
the current has been measured
It does not need to be
calculated
Type
of
metal
Current in cable
(amps)
17
copy Association for Science Education and Centre for Science Education 2011
Make step-by-step thinking visible
18
Make space for each set of
results If these are repeats
add space for an average
Main 1 training slide 2
We have 2 results for each
metal so wersquoll need an
average column
Type
of
metal
Current in cable
(amps)
1 2 average
18
copy Association for Science Education and Centre for Science Education 2011
19
copy Association for Science Education and Centre for Science Education 2011
Main 1
Aluminium isnrsquot such a good conductor
but perhaps we can compensate by
using thicker cables
Show how the current
changes when the
cable diameter
increases
Next process draw graph
20
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
Use a line graph to
show what happens
to Y as X increases
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Breakdown of skill plot graph
The independent
variable tested
goes on the
X axis
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
21
copy Association for Science Education and Centre for Science Education 2011
The dependent
variable measured
goes on the
Y axis
Main 1 training slide 5
Make step-by-step thinking visible
for the Y axis
range = 740-40 = 700
700divide8 = 87
so round up to 100
Itrsquos fine to label
alternate lines
600
800
200
400
0
Only start at
zero if some of
your results
are close to
zero
22
copy Association for Science Education and Centre for Science Education 2011
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
Main 1 training slide 6
for the X axis
range = 20-5 = 15
15divide5 = 3
so round up to 5
but its neater to label
every other square
600
800
200
400
0
10 20
Cable diameter (mm)
Write the values
on lines ndash not in gaps
Each
cm must
be worth
the same
number
of units
Cu
rren
t in
cable (am
ps)
23
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 7
600
800
200
400
0 10 20
Cable diameter (mm)
X
X
X
X
Cu
rren
t in
cable (am
ps)
24 24
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 9
25
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
If itrsquos clear why a result is
anomalous leave it out
The 7 is an outlier
It is an anomalous result
so it should be checked
Use a line graph to
show what happens
to Y as X increases
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Y can be measured Y is calculated from A and B
Collect
RESULTS
Analyser
SS1
X
(units)
Y (units)
Name X (the independent variable)
and Y (the dependent variable)
and give their units
X
(units)
A
(units)
B
(units)
Y
(units)
Make space for each set of results
If these are repeats add space for an average
X
(units)
Y (units)
1 2 3 Average
a
b
X
(units)
A
(units)
B
(units)
Y
(units)
Average
Y (units)
a
b
eg 2 7 3
eg Average = (2+7+3) = 4
3
But 7 is anomalous so a more
trustworthy average is (2+3) = 25
2
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
Write the
X values
in spaces
Write the
Y values
on lines
Use a line
of best fit or
curve to show
the trend
Write the
X and Y values
on the lines
not in the gaps
Only start at zero if some of
your results are close to zero
Each cm must be worth
the same number of units
1 Complete a table
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Scaffold sheet given to students
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Edexcel
Edexcel P2F Q6
Decompose
it
What knowledge and skills are
needed to get the 12 marks
6 marks explanation
6 marks QWC
30
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
describe the
PATTERN
give
NUMBERS
suggest
REASONS
spot the
TREND
Give details Check
the common patterns
for ideas
Say what happens to Y as
X increases Use the
names of these variables
Use scientific ideas to
suggest reasons for any
pattern or difference
Say what
is different
about them
Common patterns
positive correlation
negative correlation
Y changes by
the same amount
for each increase
in X
Y changes
more slowly
as X gets larger
Y changes
more quickly
as X gets larger
Y is directly
proportional to X
so if X doubles
Y doubles
Y fluctuates
X
Y
Y increases
as X increases
1 graph Y does not
change
Y decreases
as X increases
2 graphs or
one with 2 parts
In graph A
Y changes
more for each
increase in X
In graph A
Y reaches a
higher
maximum
value
Y is inversely
proportional to X
if X times Y always
gives the same value
Y rises reaches a
peak and then falls
Choose values to illustrate
any pattern or difference
These values
show that
Y increases
These show
what is different
about the graphs
COMPARE
numbers
1 graph 2 or more
Use numbers
to show how big
any difference is
In graph A
the maximum value
of Y is double what
it is in graph B
gradient = change in Y
change in X
The gradient of
graph A is four
times the gradient
of graph B
Worked examples
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
Analyser
X
Y
X
Y
X
Y
210
Between 0
and 1
but between
1 and 2
X
Y
SS1b Analyser Lifeline 2
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Scaffold sheet given to students
AQA
copy Association for Science Education and Centre for Science Education 2011
Teach complex
processes
Teach content and
apply processes
copy Association for Science Education and Centre for Science Education 2011
lsquoReasonerrsquo uses banning sun beds to teach
- identify conflicting evidence and weaknesses
- decide how well evidence supports a claim
- suggest further tests
lsquoCommunicatorrsquo uses games to teach QWC
- analyse a question for meaning
- identify key points
- organise them logically
copy Association for Science Education and Centre for Science Education 2011
Limestone (Edexcel) Students battle with
lsquosinkholesrsquo and silence campaignersrsquo
objections to a mega quarry
Energy transfer (AQA) Students model the
cooling system of a laptop to get to the bottom
of a fire casualty
Heart disease (OCR) Students diagnose and
treat a mysterious AampE hospital case by
analysing conflicting data
copy CSE and ASE 2011 This page may have been changed from the original
Presents
An Application for AQA
35
Title slide
Sample lsquoApplication lessonrsquo
ELICIT STARTER 36
Objectives
Find out how harmful bacteria form
antibiotic-resistant strains
Discover why resistant strains
spread rapidly
Draw conclusions from evidence about
new ways of treating infections
36
copy Association for Science Education and Centre for Science Education 2011
Objectives
37
Scientists are testing new
weapons against superbugs
ELICIT STARTER
cockroach
brains
silver
nanoparticles
honey
Is there enough evidence
to show that they work
Main 2 task
SS3 ndash 6
Are any worth funding
copy CSE and ASE 2011
Research SS3
Scientist Simon Lee UK
Investigation
grow two types of bacteria on agar plates
add cockroach brain juice and leave for
two hours at 37 ordmC
Type of bacteria Percentage of bacteria
killed
MRSA
More than 90
Escherichia coli More than 90
If an antibiotic kills 90 of the
bacteria your bodyrsquos immune system
can kill the rest
Results
Scientist UM Seraj Bangladesh
Investigation
grow different types of bacteria on agar plates
add cockroach juice and leave overnight at 37 ordmC
SS3
SS3
Zon
e of clearan
ce (m
m)
Type of bacteria
Results
copy CSE and ASE 2011 copy CSE and ASE 2011
Scientist Arne Simon Germany
Research SS4
Observations
A 12-year old leukaemia patient
had an MRSA-infected wound
Doctors treated the wound with
antiseptic for 12 days It did not
get better
Then doctors treated the wound with
Australian medical honey made from
Manuka flowers Two days later the
wound had cleared up
Manuka
flowers
Scientist Ahmed Sukari Halim Malaysia
Investigation
anaesthetise 36 rats and make burn
wounds on them
infect the rat wounds with bacteria
cover the wounds with honey
SS4
copy CSE and ASE 2011
SS4
Results
Relative n
um
ber of
bacteria
days after honey dressings applied
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
Read this Yoursquoll never be able to decide whether reducing the emissions will reduce global warming
Engines in large ships particles of
black soot and sulphate into the
atmosphere in their exhaust
In the Atlantic Ocean the soot often
lands on the Arctic ice But sulfates
stay in the atmosphere and reflect
sunlight
Campaigners want these emissions
greatly reduced
Evil Edexcel
examiner
ldquo ldquo 6
marks
Q1 Whatrsquos the pattern in pollution levels
Q2 When was pollution highest
Q3 Whatrsquos the average pollution level
Do explicitly teach the skills needed
AQA
OCR Edexcel
Gradual release of responsibility
1Break a complex process into small chunks
2Teach one at a time make the thinking visible
3Give whole-task guided practice with emphases
4Provide lsquoscaffoldsrsquo for the early stages
5Achieve fluency with more practice across context
copy Association for Science Education and Centre for Science Education 2011
A teaching model for complex processes
Cognitive load theory
bullConnects the mindrsquos architecture to teaching
bullLimited processing capacity = lsquoworking memoryrsquo
bullUnlimited long-term memory
bullAvoid overload it stops learning amp problem-solving
bullGood instruction carefully limits cognitive load
copy Association for Science Education and Centre for Science Education 2011
A theoretical basis for the teacing model
Vecteurs Le concept de direction eacutetablit une relation entre deux points dans lespace cest-agrave la laquodirectionraquo dun point agrave un autre Par exemple la direction du point A au point B peut ecirctre deacutesigneacute de A agrave B tandis que la direction opposeacutee serait dans ce cas B-to-A La direction est sans dimension cest il na pas duniteacute de mesure et repreacutesente seulement une ligne de deacutesigner le sens de partir agrave (de A agrave B) sans aucun sens de laquocombienraquo qui est consideacutereacute comme l importance dune quantiteacute mesurable
copy CSE and ASE 2011 This page may have been changed from the original
Presents
A tool for GCSE
10
Title slide Title slide
How wersquove embedded the researchtheory
ELICIT 11
To improve your analytical skills by
Comparing some physical properties
of copper and aluminium
Drawing up a table to organise data
Displaying patterns in the data
on a chart or graph
11
copy Association for Science Education and Centre for Science Education 2011
Objectives
Engage - context
12
copy Association for Science Education and Centre for Science Education 2011
Starter 1
discuss
Starter 1
copy Association for Science Education and Centre for Science Education 2011
14
copy Association for Science Education and Centre for Science Education 2011
Main 1
and thefts continue to rise
Could cables
be made from a
less valuable
metal
More science discuss
Overall task
15
copy Association for Science Education and Centre for Science Education 2011
Main 1
Irsquove done some conductivity tests
Aluminium looks promising
Organise my findings
so I can include them
in this report
Students given data
16
If itrsquos clear why a result is
anomalous leave it out
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Collect
RESULTS
Name X (the independent variable)
and Y (the dependent variable)
and give their units
Make space for each set of results
If these are repeats add space for an average
1 Complete a table
Breakdown of skill draw table
17
Name X (the independent variable)
and Y (the dependent variable) and
give their units (if they have any)
Main 1 training slide 1
Choose this sort of table because
the current has been measured
It does not need to be
calculated
Type
of
metal
Current in cable
(amps)
17
copy Association for Science Education and Centre for Science Education 2011
Make step-by-step thinking visible
18
Make space for each set of
results If these are repeats
add space for an average
Main 1 training slide 2
We have 2 results for each
metal so wersquoll need an
average column
Type
of
metal
Current in cable
(amps)
1 2 average
18
copy Association for Science Education and Centre for Science Education 2011
19
copy Association for Science Education and Centre for Science Education 2011
Main 1
Aluminium isnrsquot such a good conductor
but perhaps we can compensate by
using thicker cables
Show how the current
changes when the
cable diameter
increases
Next process draw graph
20
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
Use a line graph to
show what happens
to Y as X increases
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Breakdown of skill plot graph
The independent
variable tested
goes on the
X axis
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
21
copy Association for Science Education and Centre for Science Education 2011
The dependent
variable measured
goes on the
Y axis
Main 1 training slide 5
Make step-by-step thinking visible
for the Y axis
range = 740-40 = 700
700divide8 = 87
so round up to 100
Itrsquos fine to label
alternate lines
600
800
200
400
0
Only start at
zero if some of
your results
are close to
zero
22
copy Association for Science Education and Centre for Science Education 2011
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
Main 1 training slide 6
for the X axis
range = 20-5 = 15
15divide5 = 3
so round up to 5
but its neater to label
every other square
600
800
200
400
0
10 20
Cable diameter (mm)
Write the values
on lines ndash not in gaps
Each
cm must
be worth
the same
number
of units
Cu
rren
t in
cable (am
ps)
23
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 7
600
800
200
400
0 10 20
Cable diameter (mm)
X
X
X
X
Cu
rren
t in
cable (am
ps)
24 24
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 9
25
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
If itrsquos clear why a result is
anomalous leave it out
The 7 is an outlier
It is an anomalous result
so it should be checked
Use a line graph to
show what happens
to Y as X increases
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Y can be measured Y is calculated from A and B
Collect
RESULTS
Analyser
SS1
X
(units)
Y (units)
Name X (the independent variable)
and Y (the dependent variable)
and give their units
X
(units)
A
(units)
B
(units)
Y
(units)
Make space for each set of results
If these are repeats add space for an average
X
(units)
Y (units)
1 2 3 Average
a
b
X
(units)
A
(units)
B
(units)
Y
(units)
Average
Y (units)
a
b
eg 2 7 3
eg Average = (2+7+3) = 4
3
But 7 is anomalous so a more
trustworthy average is (2+3) = 25
2
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
Write the
X values
in spaces
Write the
Y values
on lines
Use a line
of best fit or
curve to show
the trend
Write the
X and Y values
on the lines
not in the gaps
Only start at zero if some of
your results are close to zero
Each cm must be worth
the same number of units
1 Complete a table
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Scaffold sheet given to students
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Edexcel
Edexcel P2F Q6
Decompose
it
What knowledge and skills are
needed to get the 12 marks
6 marks explanation
6 marks QWC
30
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
describe the
PATTERN
give
NUMBERS
suggest
REASONS
spot the
TREND
Give details Check
the common patterns
for ideas
Say what happens to Y as
X increases Use the
names of these variables
Use scientific ideas to
suggest reasons for any
pattern or difference
Say what
is different
about them
Common patterns
positive correlation
negative correlation
Y changes by
the same amount
for each increase
in X
Y changes
more slowly
as X gets larger
Y changes
more quickly
as X gets larger
Y is directly
proportional to X
so if X doubles
Y doubles
Y fluctuates
X
Y
Y increases
as X increases
1 graph Y does not
change
Y decreases
as X increases
2 graphs or
one with 2 parts
In graph A
Y changes
more for each
increase in X
In graph A
Y reaches a
higher
maximum
value
Y is inversely
proportional to X
if X times Y always
gives the same value
Y rises reaches a
peak and then falls
Choose values to illustrate
any pattern or difference
These values
show that
Y increases
These show
what is different
about the graphs
COMPARE
numbers
1 graph 2 or more
Use numbers
to show how big
any difference is
In graph A
the maximum value
of Y is double what
it is in graph B
gradient = change in Y
change in X
The gradient of
graph A is four
times the gradient
of graph B
Worked examples
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
Analyser
X
Y
X
Y
X
Y
210
Between 0
and 1
but between
1 and 2
X
Y
SS1b Analyser Lifeline 2
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Scaffold sheet given to students
AQA
copy Association for Science Education and Centre for Science Education 2011
Teach complex
processes
Teach content and
apply processes
copy Association for Science Education and Centre for Science Education 2011
lsquoReasonerrsquo uses banning sun beds to teach
- identify conflicting evidence and weaknesses
- decide how well evidence supports a claim
- suggest further tests
lsquoCommunicatorrsquo uses games to teach QWC
- analyse a question for meaning
- identify key points
- organise them logically
copy Association for Science Education and Centre for Science Education 2011
Limestone (Edexcel) Students battle with
lsquosinkholesrsquo and silence campaignersrsquo
objections to a mega quarry
Energy transfer (AQA) Students model the
cooling system of a laptop to get to the bottom
of a fire casualty
Heart disease (OCR) Students diagnose and
treat a mysterious AampE hospital case by
analysing conflicting data
copy CSE and ASE 2011 This page may have been changed from the original
Presents
An Application for AQA
35
Title slide
Sample lsquoApplication lessonrsquo
ELICIT STARTER 36
Objectives
Find out how harmful bacteria form
antibiotic-resistant strains
Discover why resistant strains
spread rapidly
Draw conclusions from evidence about
new ways of treating infections
36
copy Association for Science Education and Centre for Science Education 2011
Objectives
37
Scientists are testing new
weapons against superbugs
ELICIT STARTER
cockroach
brains
silver
nanoparticles
honey
Is there enough evidence
to show that they work
Main 2 task
SS3 ndash 6
Are any worth funding
copy CSE and ASE 2011
Research SS3
Scientist Simon Lee UK
Investigation
grow two types of bacteria on agar plates
add cockroach brain juice and leave for
two hours at 37 ordmC
Type of bacteria Percentage of bacteria
killed
MRSA
More than 90
Escherichia coli More than 90
If an antibiotic kills 90 of the
bacteria your bodyrsquos immune system
can kill the rest
Results
Scientist UM Seraj Bangladesh
Investigation
grow different types of bacteria on agar plates
add cockroach juice and leave overnight at 37 ordmC
SS3
SS3
Zon
e of clearan
ce (m
m)
Type of bacteria
Results
copy CSE and ASE 2011 copy CSE and ASE 2011
Scientist Arne Simon Germany
Research SS4
Observations
A 12-year old leukaemia patient
had an MRSA-infected wound
Doctors treated the wound with
antiseptic for 12 days It did not
get better
Then doctors treated the wound with
Australian medical honey made from
Manuka flowers Two days later the
wound had cleared up
Manuka
flowers
Scientist Ahmed Sukari Halim Malaysia
Investigation
anaesthetise 36 rats and make burn
wounds on them
infect the rat wounds with bacteria
cover the wounds with honey
SS4
copy CSE and ASE 2011
SS4
Results
Relative n
um
ber of
bacteria
days after honey dressings applied
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
Q1 Whatrsquos the pattern in pollution levels
Q2 When was pollution highest
Q3 Whatrsquos the average pollution level
Do explicitly teach the skills needed
AQA
OCR Edexcel
Gradual release of responsibility
1Break a complex process into small chunks
2Teach one at a time make the thinking visible
3Give whole-task guided practice with emphases
4Provide lsquoscaffoldsrsquo for the early stages
5Achieve fluency with more practice across context
copy Association for Science Education and Centre for Science Education 2011
A teaching model for complex processes
Cognitive load theory
bullConnects the mindrsquos architecture to teaching
bullLimited processing capacity = lsquoworking memoryrsquo
bullUnlimited long-term memory
bullAvoid overload it stops learning amp problem-solving
bullGood instruction carefully limits cognitive load
copy Association for Science Education and Centre for Science Education 2011
A theoretical basis for the teacing model
Vecteurs Le concept de direction eacutetablit une relation entre deux points dans lespace cest-agrave la laquodirectionraquo dun point agrave un autre Par exemple la direction du point A au point B peut ecirctre deacutesigneacute de A agrave B tandis que la direction opposeacutee serait dans ce cas B-to-A La direction est sans dimension cest il na pas duniteacute de mesure et repreacutesente seulement une ligne de deacutesigner le sens de partir agrave (de A agrave B) sans aucun sens de laquocombienraquo qui est consideacutereacute comme l importance dune quantiteacute mesurable
copy CSE and ASE 2011 This page may have been changed from the original
Presents
A tool for GCSE
10
Title slide Title slide
How wersquove embedded the researchtheory
ELICIT 11
To improve your analytical skills by
Comparing some physical properties
of copper and aluminium
Drawing up a table to organise data
Displaying patterns in the data
on a chart or graph
11
copy Association for Science Education and Centre for Science Education 2011
Objectives
Engage - context
12
copy Association for Science Education and Centre for Science Education 2011
Starter 1
discuss
Starter 1
copy Association for Science Education and Centre for Science Education 2011
14
copy Association for Science Education and Centre for Science Education 2011
Main 1
and thefts continue to rise
Could cables
be made from a
less valuable
metal
More science discuss
Overall task
15
copy Association for Science Education and Centre for Science Education 2011
Main 1
Irsquove done some conductivity tests
Aluminium looks promising
Organise my findings
so I can include them
in this report
Students given data
16
If itrsquos clear why a result is
anomalous leave it out
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Collect
RESULTS
Name X (the independent variable)
and Y (the dependent variable)
and give their units
Make space for each set of results
If these are repeats add space for an average
1 Complete a table
Breakdown of skill draw table
17
Name X (the independent variable)
and Y (the dependent variable) and
give their units (if they have any)
Main 1 training slide 1
Choose this sort of table because
the current has been measured
It does not need to be
calculated
Type
of
metal
Current in cable
(amps)
17
copy Association for Science Education and Centre for Science Education 2011
Make step-by-step thinking visible
18
Make space for each set of
results If these are repeats
add space for an average
Main 1 training slide 2
We have 2 results for each
metal so wersquoll need an
average column
Type
of
metal
Current in cable
(amps)
1 2 average
18
copy Association for Science Education and Centre for Science Education 2011
19
copy Association for Science Education and Centre for Science Education 2011
Main 1
Aluminium isnrsquot such a good conductor
but perhaps we can compensate by
using thicker cables
Show how the current
changes when the
cable diameter
increases
Next process draw graph
20
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
Use a line graph to
show what happens
to Y as X increases
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Breakdown of skill plot graph
The independent
variable tested
goes on the
X axis
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
21
copy Association for Science Education and Centre for Science Education 2011
The dependent
variable measured
goes on the
Y axis
Main 1 training slide 5
Make step-by-step thinking visible
for the Y axis
range = 740-40 = 700
700divide8 = 87
so round up to 100
Itrsquos fine to label
alternate lines
600
800
200
400
0
Only start at
zero if some of
your results
are close to
zero
22
copy Association for Science Education and Centre for Science Education 2011
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
Main 1 training slide 6
for the X axis
range = 20-5 = 15
15divide5 = 3
so round up to 5
but its neater to label
every other square
600
800
200
400
0
10 20
Cable diameter (mm)
Write the values
on lines ndash not in gaps
Each
cm must
be worth
the same
number
of units
Cu
rren
t in
cable (am
ps)
23
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 7
600
800
200
400
0 10 20
Cable diameter (mm)
X
X
X
X
Cu
rren
t in
cable (am
ps)
24 24
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 9
25
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
If itrsquos clear why a result is
anomalous leave it out
The 7 is an outlier
It is an anomalous result
so it should be checked
Use a line graph to
show what happens
to Y as X increases
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Y can be measured Y is calculated from A and B
Collect
RESULTS
Analyser
SS1
X
(units)
Y (units)
Name X (the independent variable)
and Y (the dependent variable)
and give their units
X
(units)
A
(units)
B
(units)
Y
(units)
Make space for each set of results
If these are repeats add space for an average
X
(units)
Y (units)
1 2 3 Average
a
b
X
(units)
A
(units)
B
(units)
Y
(units)
Average
Y (units)
a
b
eg 2 7 3
eg Average = (2+7+3) = 4
3
But 7 is anomalous so a more
trustworthy average is (2+3) = 25
2
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
Write the
X values
in spaces
Write the
Y values
on lines
Use a line
of best fit or
curve to show
the trend
Write the
X and Y values
on the lines
not in the gaps
Only start at zero if some of
your results are close to zero
Each cm must be worth
the same number of units
1 Complete a table
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Scaffold sheet given to students
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Edexcel
Edexcel P2F Q6
Decompose
it
What knowledge and skills are
needed to get the 12 marks
6 marks explanation
6 marks QWC
30
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
describe the
PATTERN
give
NUMBERS
suggest
REASONS
spot the
TREND
Give details Check
the common patterns
for ideas
Say what happens to Y as
X increases Use the
names of these variables
Use scientific ideas to
suggest reasons for any
pattern or difference
Say what
is different
about them
Common patterns
positive correlation
negative correlation
Y changes by
the same amount
for each increase
in X
Y changes
more slowly
as X gets larger
Y changes
more quickly
as X gets larger
Y is directly
proportional to X
so if X doubles
Y doubles
Y fluctuates
X
Y
Y increases
as X increases
1 graph Y does not
change
Y decreases
as X increases
2 graphs or
one with 2 parts
In graph A
Y changes
more for each
increase in X
In graph A
Y reaches a
higher
maximum
value
Y is inversely
proportional to X
if X times Y always
gives the same value
Y rises reaches a
peak and then falls
Choose values to illustrate
any pattern or difference
These values
show that
Y increases
These show
what is different
about the graphs
COMPARE
numbers
1 graph 2 or more
Use numbers
to show how big
any difference is
In graph A
the maximum value
of Y is double what
it is in graph B
gradient = change in Y
change in X
The gradient of
graph A is four
times the gradient
of graph B
Worked examples
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
Analyser
X
Y
X
Y
X
Y
210
Between 0
and 1
but between
1 and 2
X
Y
SS1b Analyser Lifeline 2
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Scaffold sheet given to students
AQA
copy Association for Science Education and Centre for Science Education 2011
Teach complex
processes
Teach content and
apply processes
copy Association for Science Education and Centre for Science Education 2011
lsquoReasonerrsquo uses banning sun beds to teach
- identify conflicting evidence and weaknesses
- decide how well evidence supports a claim
- suggest further tests
lsquoCommunicatorrsquo uses games to teach QWC
- analyse a question for meaning
- identify key points
- organise them logically
copy Association for Science Education and Centre for Science Education 2011
Limestone (Edexcel) Students battle with
lsquosinkholesrsquo and silence campaignersrsquo
objections to a mega quarry
Energy transfer (AQA) Students model the
cooling system of a laptop to get to the bottom
of a fire casualty
Heart disease (OCR) Students diagnose and
treat a mysterious AampE hospital case by
analysing conflicting data
copy CSE and ASE 2011 This page may have been changed from the original
Presents
An Application for AQA
35
Title slide
Sample lsquoApplication lessonrsquo
ELICIT STARTER 36
Objectives
Find out how harmful bacteria form
antibiotic-resistant strains
Discover why resistant strains
spread rapidly
Draw conclusions from evidence about
new ways of treating infections
36
copy Association for Science Education and Centre for Science Education 2011
Objectives
37
Scientists are testing new
weapons against superbugs
ELICIT STARTER
cockroach
brains
silver
nanoparticles
honey
Is there enough evidence
to show that they work
Main 2 task
SS3 ndash 6
Are any worth funding
copy CSE and ASE 2011
Research SS3
Scientist Simon Lee UK
Investigation
grow two types of bacteria on agar plates
add cockroach brain juice and leave for
two hours at 37 ordmC
Type of bacteria Percentage of bacteria
killed
MRSA
More than 90
Escherichia coli More than 90
If an antibiotic kills 90 of the
bacteria your bodyrsquos immune system
can kill the rest
Results
Scientist UM Seraj Bangladesh
Investigation
grow different types of bacteria on agar plates
add cockroach juice and leave overnight at 37 ordmC
SS3
SS3
Zon
e of clearan
ce (m
m)
Type of bacteria
Results
copy CSE and ASE 2011 copy CSE and ASE 2011
Scientist Arne Simon Germany
Research SS4
Observations
A 12-year old leukaemia patient
had an MRSA-infected wound
Doctors treated the wound with
antiseptic for 12 days It did not
get better
Then doctors treated the wound with
Australian medical honey made from
Manuka flowers Two days later the
wound had cleared up
Manuka
flowers
Scientist Ahmed Sukari Halim Malaysia
Investigation
anaesthetise 36 rats and make burn
wounds on them
infect the rat wounds with bacteria
cover the wounds with honey
SS4
copy CSE and ASE 2011
SS4
Results
Relative n
um
ber of
bacteria
days after honey dressings applied
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
AQA
OCR Edexcel
Gradual release of responsibility
1Break a complex process into small chunks
2Teach one at a time make the thinking visible
3Give whole-task guided practice with emphases
4Provide lsquoscaffoldsrsquo for the early stages
5Achieve fluency with more practice across context
copy Association for Science Education and Centre for Science Education 2011
A teaching model for complex processes
Cognitive load theory
bullConnects the mindrsquos architecture to teaching
bullLimited processing capacity = lsquoworking memoryrsquo
bullUnlimited long-term memory
bullAvoid overload it stops learning amp problem-solving
bullGood instruction carefully limits cognitive load
copy Association for Science Education and Centre for Science Education 2011
A theoretical basis for the teacing model
Vecteurs Le concept de direction eacutetablit une relation entre deux points dans lespace cest-agrave la laquodirectionraquo dun point agrave un autre Par exemple la direction du point A au point B peut ecirctre deacutesigneacute de A agrave B tandis que la direction opposeacutee serait dans ce cas B-to-A La direction est sans dimension cest il na pas duniteacute de mesure et repreacutesente seulement une ligne de deacutesigner le sens de partir agrave (de A agrave B) sans aucun sens de laquocombienraquo qui est consideacutereacute comme l importance dune quantiteacute mesurable
copy CSE and ASE 2011 This page may have been changed from the original
Presents
A tool for GCSE
10
Title slide Title slide
How wersquove embedded the researchtheory
ELICIT 11
To improve your analytical skills by
Comparing some physical properties
of copper and aluminium
Drawing up a table to organise data
Displaying patterns in the data
on a chart or graph
11
copy Association for Science Education and Centre for Science Education 2011
Objectives
Engage - context
12
copy Association for Science Education and Centre for Science Education 2011
Starter 1
discuss
Starter 1
copy Association for Science Education and Centre for Science Education 2011
14
copy Association for Science Education and Centre for Science Education 2011
Main 1
and thefts continue to rise
Could cables
be made from a
less valuable
metal
More science discuss
Overall task
15
copy Association for Science Education and Centre for Science Education 2011
Main 1
Irsquove done some conductivity tests
Aluminium looks promising
Organise my findings
so I can include them
in this report
Students given data
16
If itrsquos clear why a result is
anomalous leave it out
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Collect
RESULTS
Name X (the independent variable)
and Y (the dependent variable)
and give their units
Make space for each set of results
If these are repeats add space for an average
1 Complete a table
Breakdown of skill draw table
17
Name X (the independent variable)
and Y (the dependent variable) and
give their units (if they have any)
Main 1 training slide 1
Choose this sort of table because
the current has been measured
It does not need to be
calculated
Type
of
metal
Current in cable
(amps)
17
copy Association for Science Education and Centre for Science Education 2011
Make step-by-step thinking visible
18
Make space for each set of
results If these are repeats
add space for an average
Main 1 training slide 2
We have 2 results for each
metal so wersquoll need an
average column
Type
of
metal
Current in cable
(amps)
1 2 average
18
copy Association for Science Education and Centre for Science Education 2011
19
copy Association for Science Education and Centre for Science Education 2011
Main 1
Aluminium isnrsquot such a good conductor
but perhaps we can compensate by
using thicker cables
Show how the current
changes when the
cable diameter
increases
Next process draw graph
20
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
Use a line graph to
show what happens
to Y as X increases
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Breakdown of skill plot graph
The independent
variable tested
goes on the
X axis
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
21
copy Association for Science Education and Centre for Science Education 2011
The dependent
variable measured
goes on the
Y axis
Main 1 training slide 5
Make step-by-step thinking visible
for the Y axis
range = 740-40 = 700
700divide8 = 87
so round up to 100
Itrsquos fine to label
alternate lines
600
800
200
400
0
Only start at
zero if some of
your results
are close to
zero
22
copy Association for Science Education and Centre for Science Education 2011
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
Main 1 training slide 6
for the X axis
range = 20-5 = 15
15divide5 = 3
so round up to 5
but its neater to label
every other square
600
800
200
400
0
10 20
Cable diameter (mm)
Write the values
on lines ndash not in gaps
Each
cm must
be worth
the same
number
of units
Cu
rren
t in
cable (am
ps)
23
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 7
600
800
200
400
0 10 20
Cable diameter (mm)
X
X
X
X
Cu
rren
t in
cable (am
ps)
24 24
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 9
25
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
If itrsquos clear why a result is
anomalous leave it out
The 7 is an outlier
It is an anomalous result
so it should be checked
Use a line graph to
show what happens
to Y as X increases
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Y can be measured Y is calculated from A and B
Collect
RESULTS
Analyser
SS1
X
(units)
Y (units)
Name X (the independent variable)
and Y (the dependent variable)
and give their units
X
(units)
A
(units)
B
(units)
Y
(units)
Make space for each set of results
If these are repeats add space for an average
X
(units)
Y (units)
1 2 3 Average
a
b
X
(units)
A
(units)
B
(units)
Y
(units)
Average
Y (units)
a
b
eg 2 7 3
eg Average = (2+7+3) = 4
3
But 7 is anomalous so a more
trustworthy average is (2+3) = 25
2
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
Write the
X values
in spaces
Write the
Y values
on lines
Use a line
of best fit or
curve to show
the trend
Write the
X and Y values
on the lines
not in the gaps
Only start at zero if some of
your results are close to zero
Each cm must be worth
the same number of units
1 Complete a table
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Scaffold sheet given to students
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Edexcel
Edexcel P2F Q6
Decompose
it
What knowledge and skills are
needed to get the 12 marks
6 marks explanation
6 marks QWC
30
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
describe the
PATTERN
give
NUMBERS
suggest
REASONS
spot the
TREND
Give details Check
the common patterns
for ideas
Say what happens to Y as
X increases Use the
names of these variables
Use scientific ideas to
suggest reasons for any
pattern or difference
Say what
is different
about them
Common patterns
positive correlation
negative correlation
Y changes by
the same amount
for each increase
in X
Y changes
more slowly
as X gets larger
Y changes
more quickly
as X gets larger
Y is directly
proportional to X
so if X doubles
Y doubles
Y fluctuates
X
Y
Y increases
as X increases
1 graph Y does not
change
Y decreases
as X increases
2 graphs or
one with 2 parts
In graph A
Y changes
more for each
increase in X
In graph A
Y reaches a
higher
maximum
value
Y is inversely
proportional to X
if X times Y always
gives the same value
Y rises reaches a
peak and then falls
Choose values to illustrate
any pattern or difference
These values
show that
Y increases
These show
what is different
about the graphs
COMPARE
numbers
1 graph 2 or more
Use numbers
to show how big
any difference is
In graph A
the maximum value
of Y is double what
it is in graph B
gradient = change in Y
change in X
The gradient of
graph A is four
times the gradient
of graph B
Worked examples
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
Analyser
X
Y
X
Y
X
Y
210
Between 0
and 1
but between
1 and 2
X
Y
SS1b Analyser Lifeline 2
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Scaffold sheet given to students
AQA
copy Association for Science Education and Centre for Science Education 2011
Teach complex
processes
Teach content and
apply processes
copy Association for Science Education and Centre for Science Education 2011
lsquoReasonerrsquo uses banning sun beds to teach
- identify conflicting evidence and weaknesses
- decide how well evidence supports a claim
- suggest further tests
lsquoCommunicatorrsquo uses games to teach QWC
- analyse a question for meaning
- identify key points
- organise them logically
copy Association for Science Education and Centre for Science Education 2011
Limestone (Edexcel) Students battle with
lsquosinkholesrsquo and silence campaignersrsquo
objections to a mega quarry
Energy transfer (AQA) Students model the
cooling system of a laptop to get to the bottom
of a fire casualty
Heart disease (OCR) Students diagnose and
treat a mysterious AampE hospital case by
analysing conflicting data
copy CSE and ASE 2011 This page may have been changed from the original
Presents
An Application for AQA
35
Title slide
Sample lsquoApplication lessonrsquo
ELICIT STARTER 36
Objectives
Find out how harmful bacteria form
antibiotic-resistant strains
Discover why resistant strains
spread rapidly
Draw conclusions from evidence about
new ways of treating infections
36
copy Association for Science Education and Centre for Science Education 2011
Objectives
37
Scientists are testing new
weapons against superbugs
ELICIT STARTER
cockroach
brains
silver
nanoparticles
honey
Is there enough evidence
to show that they work
Main 2 task
SS3 ndash 6
Are any worth funding
copy CSE and ASE 2011
Research SS3
Scientist Simon Lee UK
Investigation
grow two types of bacteria on agar plates
add cockroach brain juice and leave for
two hours at 37 ordmC
Type of bacteria Percentage of bacteria
killed
MRSA
More than 90
Escherichia coli More than 90
If an antibiotic kills 90 of the
bacteria your bodyrsquos immune system
can kill the rest
Results
Scientist UM Seraj Bangladesh
Investigation
grow different types of bacteria on agar plates
add cockroach juice and leave overnight at 37 ordmC
SS3
SS3
Zon
e of clearan
ce (m
m)
Type of bacteria
Results
copy CSE and ASE 2011 copy CSE and ASE 2011
Scientist Arne Simon Germany
Research SS4
Observations
A 12-year old leukaemia patient
had an MRSA-infected wound
Doctors treated the wound with
antiseptic for 12 days It did not
get better
Then doctors treated the wound with
Australian medical honey made from
Manuka flowers Two days later the
wound had cleared up
Manuka
flowers
Scientist Ahmed Sukari Halim Malaysia
Investigation
anaesthetise 36 rats and make burn
wounds on them
infect the rat wounds with bacteria
cover the wounds with honey
SS4
copy CSE and ASE 2011
SS4
Results
Relative n
um
ber of
bacteria
days after honey dressings applied
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
Gradual release of responsibility
1Break a complex process into small chunks
2Teach one at a time make the thinking visible
3Give whole-task guided practice with emphases
4Provide lsquoscaffoldsrsquo for the early stages
5Achieve fluency with more practice across context
copy Association for Science Education and Centre for Science Education 2011
A teaching model for complex processes
Cognitive load theory
bullConnects the mindrsquos architecture to teaching
bullLimited processing capacity = lsquoworking memoryrsquo
bullUnlimited long-term memory
bullAvoid overload it stops learning amp problem-solving
bullGood instruction carefully limits cognitive load
copy Association for Science Education and Centre for Science Education 2011
A theoretical basis for the teacing model
Vecteurs Le concept de direction eacutetablit une relation entre deux points dans lespace cest-agrave la laquodirectionraquo dun point agrave un autre Par exemple la direction du point A au point B peut ecirctre deacutesigneacute de A agrave B tandis que la direction opposeacutee serait dans ce cas B-to-A La direction est sans dimension cest il na pas duniteacute de mesure et repreacutesente seulement une ligne de deacutesigner le sens de partir agrave (de A agrave B) sans aucun sens de laquocombienraquo qui est consideacutereacute comme l importance dune quantiteacute mesurable
copy CSE and ASE 2011 This page may have been changed from the original
Presents
A tool for GCSE
10
Title slide Title slide
How wersquove embedded the researchtheory
ELICIT 11
To improve your analytical skills by
Comparing some physical properties
of copper and aluminium
Drawing up a table to organise data
Displaying patterns in the data
on a chart or graph
11
copy Association for Science Education and Centre for Science Education 2011
Objectives
Engage - context
12
copy Association for Science Education and Centre for Science Education 2011
Starter 1
discuss
Starter 1
copy Association for Science Education and Centre for Science Education 2011
14
copy Association for Science Education and Centre for Science Education 2011
Main 1
and thefts continue to rise
Could cables
be made from a
less valuable
metal
More science discuss
Overall task
15
copy Association for Science Education and Centre for Science Education 2011
Main 1
Irsquove done some conductivity tests
Aluminium looks promising
Organise my findings
so I can include them
in this report
Students given data
16
If itrsquos clear why a result is
anomalous leave it out
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Collect
RESULTS
Name X (the independent variable)
and Y (the dependent variable)
and give their units
Make space for each set of results
If these are repeats add space for an average
1 Complete a table
Breakdown of skill draw table
17
Name X (the independent variable)
and Y (the dependent variable) and
give their units (if they have any)
Main 1 training slide 1
Choose this sort of table because
the current has been measured
It does not need to be
calculated
Type
of
metal
Current in cable
(amps)
17
copy Association for Science Education and Centre for Science Education 2011
Make step-by-step thinking visible
18
Make space for each set of
results If these are repeats
add space for an average
Main 1 training slide 2
We have 2 results for each
metal so wersquoll need an
average column
Type
of
metal
Current in cable
(amps)
1 2 average
18
copy Association for Science Education and Centre for Science Education 2011
19
copy Association for Science Education and Centre for Science Education 2011
Main 1
Aluminium isnrsquot such a good conductor
but perhaps we can compensate by
using thicker cables
Show how the current
changes when the
cable diameter
increases
Next process draw graph
20
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
Use a line graph to
show what happens
to Y as X increases
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Breakdown of skill plot graph
The independent
variable tested
goes on the
X axis
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
21
copy Association for Science Education and Centre for Science Education 2011
The dependent
variable measured
goes on the
Y axis
Main 1 training slide 5
Make step-by-step thinking visible
for the Y axis
range = 740-40 = 700
700divide8 = 87
so round up to 100
Itrsquos fine to label
alternate lines
600
800
200
400
0
Only start at
zero if some of
your results
are close to
zero
22
copy Association for Science Education and Centre for Science Education 2011
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
Main 1 training slide 6
for the X axis
range = 20-5 = 15
15divide5 = 3
so round up to 5
but its neater to label
every other square
600
800
200
400
0
10 20
Cable diameter (mm)
Write the values
on lines ndash not in gaps
Each
cm must
be worth
the same
number
of units
Cu
rren
t in
cable (am
ps)
23
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 7
600
800
200
400
0 10 20
Cable diameter (mm)
X
X
X
X
Cu
rren
t in
cable (am
ps)
24 24
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 9
25
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
If itrsquos clear why a result is
anomalous leave it out
The 7 is an outlier
It is an anomalous result
so it should be checked
Use a line graph to
show what happens
to Y as X increases
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Y can be measured Y is calculated from A and B
Collect
RESULTS
Analyser
SS1
X
(units)
Y (units)
Name X (the independent variable)
and Y (the dependent variable)
and give their units
X
(units)
A
(units)
B
(units)
Y
(units)
Make space for each set of results
If these are repeats add space for an average
X
(units)
Y (units)
1 2 3 Average
a
b
X
(units)
A
(units)
B
(units)
Y
(units)
Average
Y (units)
a
b
eg 2 7 3
eg Average = (2+7+3) = 4
3
But 7 is anomalous so a more
trustworthy average is (2+3) = 25
2
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
Write the
X values
in spaces
Write the
Y values
on lines
Use a line
of best fit or
curve to show
the trend
Write the
X and Y values
on the lines
not in the gaps
Only start at zero if some of
your results are close to zero
Each cm must be worth
the same number of units
1 Complete a table
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Scaffold sheet given to students
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Edexcel
Edexcel P2F Q6
Decompose
it
What knowledge and skills are
needed to get the 12 marks
6 marks explanation
6 marks QWC
30
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
describe the
PATTERN
give
NUMBERS
suggest
REASONS
spot the
TREND
Give details Check
the common patterns
for ideas
Say what happens to Y as
X increases Use the
names of these variables
Use scientific ideas to
suggest reasons for any
pattern or difference
Say what
is different
about them
Common patterns
positive correlation
negative correlation
Y changes by
the same amount
for each increase
in X
Y changes
more slowly
as X gets larger
Y changes
more quickly
as X gets larger
Y is directly
proportional to X
so if X doubles
Y doubles
Y fluctuates
X
Y
Y increases
as X increases
1 graph Y does not
change
Y decreases
as X increases
2 graphs or
one with 2 parts
In graph A
Y changes
more for each
increase in X
In graph A
Y reaches a
higher
maximum
value
Y is inversely
proportional to X
if X times Y always
gives the same value
Y rises reaches a
peak and then falls
Choose values to illustrate
any pattern or difference
These values
show that
Y increases
These show
what is different
about the graphs
COMPARE
numbers
1 graph 2 or more
Use numbers
to show how big
any difference is
In graph A
the maximum value
of Y is double what
it is in graph B
gradient = change in Y
change in X
The gradient of
graph A is four
times the gradient
of graph B
Worked examples
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
Analyser
X
Y
X
Y
X
Y
210
Between 0
and 1
but between
1 and 2
X
Y
SS1b Analyser Lifeline 2
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Scaffold sheet given to students
AQA
copy Association for Science Education and Centre for Science Education 2011
Teach complex
processes
Teach content and
apply processes
copy Association for Science Education and Centre for Science Education 2011
lsquoReasonerrsquo uses banning sun beds to teach
- identify conflicting evidence and weaknesses
- decide how well evidence supports a claim
- suggest further tests
lsquoCommunicatorrsquo uses games to teach QWC
- analyse a question for meaning
- identify key points
- organise them logically
copy Association for Science Education and Centre for Science Education 2011
Limestone (Edexcel) Students battle with
lsquosinkholesrsquo and silence campaignersrsquo
objections to a mega quarry
Energy transfer (AQA) Students model the
cooling system of a laptop to get to the bottom
of a fire casualty
Heart disease (OCR) Students diagnose and
treat a mysterious AampE hospital case by
analysing conflicting data
copy CSE and ASE 2011 This page may have been changed from the original
Presents
An Application for AQA
35
Title slide
Sample lsquoApplication lessonrsquo
ELICIT STARTER 36
Objectives
Find out how harmful bacteria form
antibiotic-resistant strains
Discover why resistant strains
spread rapidly
Draw conclusions from evidence about
new ways of treating infections
36
copy Association for Science Education and Centre for Science Education 2011
Objectives
37
Scientists are testing new
weapons against superbugs
ELICIT STARTER
cockroach
brains
silver
nanoparticles
honey
Is there enough evidence
to show that they work
Main 2 task
SS3 ndash 6
Are any worth funding
copy CSE and ASE 2011
Research SS3
Scientist Simon Lee UK
Investigation
grow two types of bacteria on agar plates
add cockroach brain juice and leave for
two hours at 37 ordmC
Type of bacteria Percentage of bacteria
killed
MRSA
More than 90
Escherichia coli More than 90
If an antibiotic kills 90 of the
bacteria your bodyrsquos immune system
can kill the rest
Results
Scientist UM Seraj Bangladesh
Investigation
grow different types of bacteria on agar plates
add cockroach juice and leave overnight at 37 ordmC
SS3
SS3
Zon
e of clearan
ce (m
m)
Type of bacteria
Results
copy CSE and ASE 2011 copy CSE and ASE 2011
Scientist Arne Simon Germany
Research SS4
Observations
A 12-year old leukaemia patient
had an MRSA-infected wound
Doctors treated the wound with
antiseptic for 12 days It did not
get better
Then doctors treated the wound with
Australian medical honey made from
Manuka flowers Two days later the
wound had cleared up
Manuka
flowers
Scientist Ahmed Sukari Halim Malaysia
Investigation
anaesthetise 36 rats and make burn
wounds on them
infect the rat wounds with bacteria
cover the wounds with honey
SS4
copy CSE and ASE 2011
SS4
Results
Relative n
um
ber of
bacteria
days after honey dressings applied
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
Cognitive load theory
bullConnects the mindrsquos architecture to teaching
bullLimited processing capacity = lsquoworking memoryrsquo
bullUnlimited long-term memory
bullAvoid overload it stops learning amp problem-solving
bullGood instruction carefully limits cognitive load
copy Association for Science Education and Centre for Science Education 2011
A theoretical basis for the teacing model
Vecteurs Le concept de direction eacutetablit une relation entre deux points dans lespace cest-agrave la laquodirectionraquo dun point agrave un autre Par exemple la direction du point A au point B peut ecirctre deacutesigneacute de A agrave B tandis que la direction opposeacutee serait dans ce cas B-to-A La direction est sans dimension cest il na pas duniteacute de mesure et repreacutesente seulement une ligne de deacutesigner le sens de partir agrave (de A agrave B) sans aucun sens de laquocombienraquo qui est consideacutereacute comme l importance dune quantiteacute mesurable
copy CSE and ASE 2011 This page may have been changed from the original
Presents
A tool for GCSE
10
Title slide Title slide
How wersquove embedded the researchtheory
ELICIT 11
To improve your analytical skills by
Comparing some physical properties
of copper and aluminium
Drawing up a table to organise data
Displaying patterns in the data
on a chart or graph
11
copy Association for Science Education and Centre for Science Education 2011
Objectives
Engage - context
12
copy Association for Science Education and Centre for Science Education 2011
Starter 1
discuss
Starter 1
copy Association for Science Education and Centre for Science Education 2011
14
copy Association for Science Education and Centre for Science Education 2011
Main 1
and thefts continue to rise
Could cables
be made from a
less valuable
metal
More science discuss
Overall task
15
copy Association for Science Education and Centre for Science Education 2011
Main 1
Irsquove done some conductivity tests
Aluminium looks promising
Organise my findings
so I can include them
in this report
Students given data
16
If itrsquos clear why a result is
anomalous leave it out
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Collect
RESULTS
Name X (the independent variable)
and Y (the dependent variable)
and give their units
Make space for each set of results
If these are repeats add space for an average
1 Complete a table
Breakdown of skill draw table
17
Name X (the independent variable)
and Y (the dependent variable) and
give their units (if they have any)
Main 1 training slide 1
Choose this sort of table because
the current has been measured
It does not need to be
calculated
Type
of
metal
Current in cable
(amps)
17
copy Association for Science Education and Centre for Science Education 2011
Make step-by-step thinking visible
18
Make space for each set of
results If these are repeats
add space for an average
Main 1 training slide 2
We have 2 results for each
metal so wersquoll need an
average column
Type
of
metal
Current in cable
(amps)
1 2 average
18
copy Association for Science Education and Centre for Science Education 2011
19
copy Association for Science Education and Centre for Science Education 2011
Main 1
Aluminium isnrsquot such a good conductor
but perhaps we can compensate by
using thicker cables
Show how the current
changes when the
cable diameter
increases
Next process draw graph
20
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
Use a line graph to
show what happens
to Y as X increases
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Breakdown of skill plot graph
The independent
variable tested
goes on the
X axis
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
21
copy Association for Science Education and Centre for Science Education 2011
The dependent
variable measured
goes on the
Y axis
Main 1 training slide 5
Make step-by-step thinking visible
for the Y axis
range = 740-40 = 700
700divide8 = 87
so round up to 100
Itrsquos fine to label
alternate lines
600
800
200
400
0
Only start at
zero if some of
your results
are close to
zero
22
copy Association for Science Education and Centre for Science Education 2011
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
Main 1 training slide 6
for the X axis
range = 20-5 = 15
15divide5 = 3
so round up to 5
but its neater to label
every other square
600
800
200
400
0
10 20
Cable diameter (mm)
Write the values
on lines ndash not in gaps
Each
cm must
be worth
the same
number
of units
Cu
rren
t in
cable (am
ps)
23
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 7
600
800
200
400
0 10 20
Cable diameter (mm)
X
X
X
X
Cu
rren
t in
cable (am
ps)
24 24
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 9
25
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
If itrsquos clear why a result is
anomalous leave it out
The 7 is an outlier
It is an anomalous result
so it should be checked
Use a line graph to
show what happens
to Y as X increases
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Y can be measured Y is calculated from A and B
Collect
RESULTS
Analyser
SS1
X
(units)
Y (units)
Name X (the independent variable)
and Y (the dependent variable)
and give their units
X
(units)
A
(units)
B
(units)
Y
(units)
Make space for each set of results
If these are repeats add space for an average
X
(units)
Y (units)
1 2 3 Average
a
b
X
(units)
A
(units)
B
(units)
Y
(units)
Average
Y (units)
a
b
eg 2 7 3
eg Average = (2+7+3) = 4
3
But 7 is anomalous so a more
trustworthy average is (2+3) = 25
2
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
Write the
X values
in spaces
Write the
Y values
on lines
Use a line
of best fit or
curve to show
the trend
Write the
X and Y values
on the lines
not in the gaps
Only start at zero if some of
your results are close to zero
Each cm must be worth
the same number of units
1 Complete a table
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Scaffold sheet given to students
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Edexcel
Edexcel P2F Q6
Decompose
it
What knowledge and skills are
needed to get the 12 marks
6 marks explanation
6 marks QWC
30
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
describe the
PATTERN
give
NUMBERS
suggest
REASONS
spot the
TREND
Give details Check
the common patterns
for ideas
Say what happens to Y as
X increases Use the
names of these variables
Use scientific ideas to
suggest reasons for any
pattern or difference
Say what
is different
about them
Common patterns
positive correlation
negative correlation
Y changes by
the same amount
for each increase
in X
Y changes
more slowly
as X gets larger
Y changes
more quickly
as X gets larger
Y is directly
proportional to X
so if X doubles
Y doubles
Y fluctuates
X
Y
Y increases
as X increases
1 graph Y does not
change
Y decreases
as X increases
2 graphs or
one with 2 parts
In graph A
Y changes
more for each
increase in X
In graph A
Y reaches a
higher
maximum
value
Y is inversely
proportional to X
if X times Y always
gives the same value
Y rises reaches a
peak and then falls
Choose values to illustrate
any pattern or difference
These values
show that
Y increases
These show
what is different
about the graphs
COMPARE
numbers
1 graph 2 or more
Use numbers
to show how big
any difference is
In graph A
the maximum value
of Y is double what
it is in graph B
gradient = change in Y
change in X
The gradient of
graph A is four
times the gradient
of graph B
Worked examples
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
Analyser
X
Y
X
Y
X
Y
210
Between 0
and 1
but between
1 and 2
X
Y
SS1b Analyser Lifeline 2
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Scaffold sheet given to students
AQA
copy Association for Science Education and Centre for Science Education 2011
Teach complex
processes
Teach content and
apply processes
copy Association for Science Education and Centre for Science Education 2011
lsquoReasonerrsquo uses banning sun beds to teach
- identify conflicting evidence and weaknesses
- decide how well evidence supports a claim
- suggest further tests
lsquoCommunicatorrsquo uses games to teach QWC
- analyse a question for meaning
- identify key points
- organise them logically
copy Association for Science Education and Centre for Science Education 2011
Limestone (Edexcel) Students battle with
lsquosinkholesrsquo and silence campaignersrsquo
objections to a mega quarry
Energy transfer (AQA) Students model the
cooling system of a laptop to get to the bottom
of a fire casualty
Heart disease (OCR) Students diagnose and
treat a mysterious AampE hospital case by
analysing conflicting data
copy CSE and ASE 2011 This page may have been changed from the original
Presents
An Application for AQA
35
Title slide
Sample lsquoApplication lessonrsquo
ELICIT STARTER 36
Objectives
Find out how harmful bacteria form
antibiotic-resistant strains
Discover why resistant strains
spread rapidly
Draw conclusions from evidence about
new ways of treating infections
36
copy Association for Science Education and Centre for Science Education 2011
Objectives
37
Scientists are testing new
weapons against superbugs
ELICIT STARTER
cockroach
brains
silver
nanoparticles
honey
Is there enough evidence
to show that they work
Main 2 task
SS3 ndash 6
Are any worth funding
copy CSE and ASE 2011
Research SS3
Scientist Simon Lee UK
Investigation
grow two types of bacteria on agar plates
add cockroach brain juice and leave for
two hours at 37 ordmC
Type of bacteria Percentage of bacteria
killed
MRSA
More than 90
Escherichia coli More than 90
If an antibiotic kills 90 of the
bacteria your bodyrsquos immune system
can kill the rest
Results
Scientist UM Seraj Bangladesh
Investigation
grow different types of bacteria on agar plates
add cockroach juice and leave overnight at 37 ordmC
SS3
SS3
Zon
e of clearan
ce (m
m)
Type of bacteria
Results
copy CSE and ASE 2011 copy CSE and ASE 2011
Scientist Arne Simon Germany
Research SS4
Observations
A 12-year old leukaemia patient
had an MRSA-infected wound
Doctors treated the wound with
antiseptic for 12 days It did not
get better
Then doctors treated the wound with
Australian medical honey made from
Manuka flowers Two days later the
wound had cleared up
Manuka
flowers
Scientist Ahmed Sukari Halim Malaysia
Investigation
anaesthetise 36 rats and make burn
wounds on them
infect the rat wounds with bacteria
cover the wounds with honey
SS4
copy CSE and ASE 2011
SS4
Results
Relative n
um
ber of
bacteria
days after honey dressings applied
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
Vecteurs Le concept de direction eacutetablit une relation entre deux points dans lespace cest-agrave la laquodirectionraquo dun point agrave un autre Par exemple la direction du point A au point B peut ecirctre deacutesigneacute de A agrave B tandis que la direction opposeacutee serait dans ce cas B-to-A La direction est sans dimension cest il na pas duniteacute de mesure et repreacutesente seulement une ligne de deacutesigner le sens de partir agrave (de A agrave B) sans aucun sens de laquocombienraquo qui est consideacutereacute comme l importance dune quantiteacute mesurable
copy CSE and ASE 2011 This page may have been changed from the original
Presents
A tool for GCSE
10
Title slide Title slide
How wersquove embedded the researchtheory
ELICIT 11
To improve your analytical skills by
Comparing some physical properties
of copper and aluminium
Drawing up a table to organise data
Displaying patterns in the data
on a chart or graph
11
copy Association for Science Education and Centre for Science Education 2011
Objectives
Engage - context
12
copy Association for Science Education and Centre for Science Education 2011
Starter 1
discuss
Starter 1
copy Association for Science Education and Centre for Science Education 2011
14
copy Association for Science Education and Centre for Science Education 2011
Main 1
and thefts continue to rise
Could cables
be made from a
less valuable
metal
More science discuss
Overall task
15
copy Association for Science Education and Centre for Science Education 2011
Main 1
Irsquove done some conductivity tests
Aluminium looks promising
Organise my findings
so I can include them
in this report
Students given data
16
If itrsquos clear why a result is
anomalous leave it out
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Collect
RESULTS
Name X (the independent variable)
and Y (the dependent variable)
and give their units
Make space for each set of results
If these are repeats add space for an average
1 Complete a table
Breakdown of skill draw table
17
Name X (the independent variable)
and Y (the dependent variable) and
give their units (if they have any)
Main 1 training slide 1
Choose this sort of table because
the current has been measured
It does not need to be
calculated
Type
of
metal
Current in cable
(amps)
17
copy Association for Science Education and Centre for Science Education 2011
Make step-by-step thinking visible
18
Make space for each set of
results If these are repeats
add space for an average
Main 1 training slide 2
We have 2 results for each
metal so wersquoll need an
average column
Type
of
metal
Current in cable
(amps)
1 2 average
18
copy Association for Science Education and Centre for Science Education 2011
19
copy Association for Science Education and Centre for Science Education 2011
Main 1
Aluminium isnrsquot such a good conductor
but perhaps we can compensate by
using thicker cables
Show how the current
changes when the
cable diameter
increases
Next process draw graph
20
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
Use a line graph to
show what happens
to Y as X increases
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Breakdown of skill plot graph
The independent
variable tested
goes on the
X axis
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
21
copy Association for Science Education and Centre for Science Education 2011
The dependent
variable measured
goes on the
Y axis
Main 1 training slide 5
Make step-by-step thinking visible
for the Y axis
range = 740-40 = 700
700divide8 = 87
so round up to 100
Itrsquos fine to label
alternate lines
600
800
200
400
0
Only start at
zero if some of
your results
are close to
zero
22
copy Association for Science Education and Centre for Science Education 2011
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
Main 1 training slide 6
for the X axis
range = 20-5 = 15
15divide5 = 3
so round up to 5
but its neater to label
every other square
600
800
200
400
0
10 20
Cable diameter (mm)
Write the values
on lines ndash not in gaps
Each
cm must
be worth
the same
number
of units
Cu
rren
t in
cable (am
ps)
23
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 7
600
800
200
400
0 10 20
Cable diameter (mm)
X
X
X
X
Cu
rren
t in
cable (am
ps)
24 24
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 9
25
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
If itrsquos clear why a result is
anomalous leave it out
The 7 is an outlier
It is an anomalous result
so it should be checked
Use a line graph to
show what happens
to Y as X increases
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Y can be measured Y is calculated from A and B
Collect
RESULTS
Analyser
SS1
X
(units)
Y (units)
Name X (the independent variable)
and Y (the dependent variable)
and give their units
X
(units)
A
(units)
B
(units)
Y
(units)
Make space for each set of results
If these are repeats add space for an average
X
(units)
Y (units)
1 2 3 Average
a
b
X
(units)
A
(units)
B
(units)
Y
(units)
Average
Y (units)
a
b
eg 2 7 3
eg Average = (2+7+3) = 4
3
But 7 is anomalous so a more
trustworthy average is (2+3) = 25
2
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
Write the
X values
in spaces
Write the
Y values
on lines
Use a line
of best fit or
curve to show
the trend
Write the
X and Y values
on the lines
not in the gaps
Only start at zero if some of
your results are close to zero
Each cm must be worth
the same number of units
1 Complete a table
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Scaffold sheet given to students
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Edexcel
Edexcel P2F Q6
Decompose
it
What knowledge and skills are
needed to get the 12 marks
6 marks explanation
6 marks QWC
30
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
describe the
PATTERN
give
NUMBERS
suggest
REASONS
spot the
TREND
Give details Check
the common patterns
for ideas
Say what happens to Y as
X increases Use the
names of these variables
Use scientific ideas to
suggest reasons for any
pattern or difference
Say what
is different
about them
Common patterns
positive correlation
negative correlation
Y changes by
the same amount
for each increase
in X
Y changes
more slowly
as X gets larger
Y changes
more quickly
as X gets larger
Y is directly
proportional to X
so if X doubles
Y doubles
Y fluctuates
X
Y
Y increases
as X increases
1 graph Y does not
change
Y decreases
as X increases
2 graphs or
one with 2 parts
In graph A
Y changes
more for each
increase in X
In graph A
Y reaches a
higher
maximum
value
Y is inversely
proportional to X
if X times Y always
gives the same value
Y rises reaches a
peak and then falls
Choose values to illustrate
any pattern or difference
These values
show that
Y increases
These show
what is different
about the graphs
COMPARE
numbers
1 graph 2 or more
Use numbers
to show how big
any difference is
In graph A
the maximum value
of Y is double what
it is in graph B
gradient = change in Y
change in X
The gradient of
graph A is four
times the gradient
of graph B
Worked examples
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
Analyser
X
Y
X
Y
X
Y
210
Between 0
and 1
but between
1 and 2
X
Y
SS1b Analyser Lifeline 2
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Scaffold sheet given to students
AQA
copy Association for Science Education and Centre for Science Education 2011
Teach complex
processes
Teach content and
apply processes
copy Association for Science Education and Centre for Science Education 2011
lsquoReasonerrsquo uses banning sun beds to teach
- identify conflicting evidence and weaknesses
- decide how well evidence supports a claim
- suggest further tests
lsquoCommunicatorrsquo uses games to teach QWC
- analyse a question for meaning
- identify key points
- organise them logically
copy Association for Science Education and Centre for Science Education 2011
Limestone (Edexcel) Students battle with
lsquosinkholesrsquo and silence campaignersrsquo
objections to a mega quarry
Energy transfer (AQA) Students model the
cooling system of a laptop to get to the bottom
of a fire casualty
Heart disease (OCR) Students diagnose and
treat a mysterious AampE hospital case by
analysing conflicting data
copy CSE and ASE 2011 This page may have been changed from the original
Presents
An Application for AQA
35
Title slide
Sample lsquoApplication lessonrsquo
ELICIT STARTER 36
Objectives
Find out how harmful bacteria form
antibiotic-resistant strains
Discover why resistant strains
spread rapidly
Draw conclusions from evidence about
new ways of treating infections
36
copy Association for Science Education and Centre for Science Education 2011
Objectives
37
Scientists are testing new
weapons against superbugs
ELICIT STARTER
cockroach
brains
silver
nanoparticles
honey
Is there enough evidence
to show that they work
Main 2 task
SS3 ndash 6
Are any worth funding
copy CSE and ASE 2011
Research SS3
Scientist Simon Lee UK
Investigation
grow two types of bacteria on agar plates
add cockroach brain juice and leave for
two hours at 37 ordmC
Type of bacteria Percentage of bacteria
killed
MRSA
More than 90
Escherichia coli More than 90
If an antibiotic kills 90 of the
bacteria your bodyrsquos immune system
can kill the rest
Results
Scientist UM Seraj Bangladesh
Investigation
grow different types of bacteria on agar plates
add cockroach juice and leave overnight at 37 ordmC
SS3
SS3
Zon
e of clearan
ce (m
m)
Type of bacteria
Results
copy CSE and ASE 2011 copy CSE and ASE 2011
Scientist Arne Simon Germany
Research SS4
Observations
A 12-year old leukaemia patient
had an MRSA-infected wound
Doctors treated the wound with
antiseptic for 12 days It did not
get better
Then doctors treated the wound with
Australian medical honey made from
Manuka flowers Two days later the
wound had cleared up
Manuka
flowers
Scientist Ahmed Sukari Halim Malaysia
Investigation
anaesthetise 36 rats and make burn
wounds on them
infect the rat wounds with bacteria
cover the wounds with honey
SS4
copy CSE and ASE 2011
SS4
Results
Relative n
um
ber of
bacteria
days after honey dressings applied
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
copy CSE and ASE 2011 This page may have been changed from the original
Presents
A tool for GCSE
10
Title slide Title slide
How wersquove embedded the researchtheory
ELICIT 11
To improve your analytical skills by
Comparing some physical properties
of copper and aluminium
Drawing up a table to organise data
Displaying patterns in the data
on a chart or graph
11
copy Association for Science Education and Centre for Science Education 2011
Objectives
Engage - context
12
copy Association for Science Education and Centre for Science Education 2011
Starter 1
discuss
Starter 1
copy Association for Science Education and Centre for Science Education 2011
14
copy Association for Science Education and Centre for Science Education 2011
Main 1
and thefts continue to rise
Could cables
be made from a
less valuable
metal
More science discuss
Overall task
15
copy Association for Science Education and Centre for Science Education 2011
Main 1
Irsquove done some conductivity tests
Aluminium looks promising
Organise my findings
so I can include them
in this report
Students given data
16
If itrsquos clear why a result is
anomalous leave it out
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Collect
RESULTS
Name X (the independent variable)
and Y (the dependent variable)
and give their units
Make space for each set of results
If these are repeats add space for an average
1 Complete a table
Breakdown of skill draw table
17
Name X (the independent variable)
and Y (the dependent variable) and
give their units (if they have any)
Main 1 training slide 1
Choose this sort of table because
the current has been measured
It does not need to be
calculated
Type
of
metal
Current in cable
(amps)
17
copy Association for Science Education and Centre for Science Education 2011
Make step-by-step thinking visible
18
Make space for each set of
results If these are repeats
add space for an average
Main 1 training slide 2
We have 2 results for each
metal so wersquoll need an
average column
Type
of
metal
Current in cable
(amps)
1 2 average
18
copy Association for Science Education and Centre for Science Education 2011
19
copy Association for Science Education and Centre for Science Education 2011
Main 1
Aluminium isnrsquot such a good conductor
but perhaps we can compensate by
using thicker cables
Show how the current
changes when the
cable diameter
increases
Next process draw graph
20
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
Use a line graph to
show what happens
to Y as X increases
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Breakdown of skill plot graph
The independent
variable tested
goes on the
X axis
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
21
copy Association for Science Education and Centre for Science Education 2011
The dependent
variable measured
goes on the
Y axis
Main 1 training slide 5
Make step-by-step thinking visible
for the Y axis
range = 740-40 = 700
700divide8 = 87
so round up to 100
Itrsquos fine to label
alternate lines
600
800
200
400
0
Only start at
zero if some of
your results
are close to
zero
22
copy Association for Science Education and Centre for Science Education 2011
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
Main 1 training slide 6
for the X axis
range = 20-5 = 15
15divide5 = 3
so round up to 5
but its neater to label
every other square
600
800
200
400
0
10 20
Cable diameter (mm)
Write the values
on lines ndash not in gaps
Each
cm must
be worth
the same
number
of units
Cu
rren
t in
cable (am
ps)
23
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 7
600
800
200
400
0 10 20
Cable diameter (mm)
X
X
X
X
Cu
rren
t in
cable (am
ps)
24 24
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 9
25
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
If itrsquos clear why a result is
anomalous leave it out
The 7 is an outlier
It is an anomalous result
so it should be checked
Use a line graph to
show what happens
to Y as X increases
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Y can be measured Y is calculated from A and B
Collect
RESULTS
Analyser
SS1
X
(units)
Y (units)
Name X (the independent variable)
and Y (the dependent variable)
and give their units
X
(units)
A
(units)
B
(units)
Y
(units)
Make space for each set of results
If these are repeats add space for an average
X
(units)
Y (units)
1 2 3 Average
a
b
X
(units)
A
(units)
B
(units)
Y
(units)
Average
Y (units)
a
b
eg 2 7 3
eg Average = (2+7+3) = 4
3
But 7 is anomalous so a more
trustworthy average is (2+3) = 25
2
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
Write the
X values
in spaces
Write the
Y values
on lines
Use a line
of best fit or
curve to show
the trend
Write the
X and Y values
on the lines
not in the gaps
Only start at zero if some of
your results are close to zero
Each cm must be worth
the same number of units
1 Complete a table
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Scaffold sheet given to students
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Edexcel
Edexcel P2F Q6
Decompose
it
What knowledge and skills are
needed to get the 12 marks
6 marks explanation
6 marks QWC
30
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
describe the
PATTERN
give
NUMBERS
suggest
REASONS
spot the
TREND
Give details Check
the common patterns
for ideas
Say what happens to Y as
X increases Use the
names of these variables
Use scientific ideas to
suggest reasons for any
pattern or difference
Say what
is different
about them
Common patterns
positive correlation
negative correlation
Y changes by
the same amount
for each increase
in X
Y changes
more slowly
as X gets larger
Y changes
more quickly
as X gets larger
Y is directly
proportional to X
so if X doubles
Y doubles
Y fluctuates
X
Y
Y increases
as X increases
1 graph Y does not
change
Y decreases
as X increases
2 graphs or
one with 2 parts
In graph A
Y changes
more for each
increase in X
In graph A
Y reaches a
higher
maximum
value
Y is inversely
proportional to X
if X times Y always
gives the same value
Y rises reaches a
peak and then falls
Choose values to illustrate
any pattern or difference
These values
show that
Y increases
These show
what is different
about the graphs
COMPARE
numbers
1 graph 2 or more
Use numbers
to show how big
any difference is
In graph A
the maximum value
of Y is double what
it is in graph B
gradient = change in Y
change in X
The gradient of
graph A is four
times the gradient
of graph B
Worked examples
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
Analyser
X
Y
X
Y
X
Y
210
Between 0
and 1
but between
1 and 2
X
Y
SS1b Analyser Lifeline 2
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Scaffold sheet given to students
AQA
copy Association for Science Education and Centre for Science Education 2011
Teach complex
processes
Teach content and
apply processes
copy Association for Science Education and Centre for Science Education 2011
lsquoReasonerrsquo uses banning sun beds to teach
- identify conflicting evidence and weaknesses
- decide how well evidence supports a claim
- suggest further tests
lsquoCommunicatorrsquo uses games to teach QWC
- analyse a question for meaning
- identify key points
- organise them logically
copy Association for Science Education and Centre for Science Education 2011
Limestone (Edexcel) Students battle with
lsquosinkholesrsquo and silence campaignersrsquo
objections to a mega quarry
Energy transfer (AQA) Students model the
cooling system of a laptop to get to the bottom
of a fire casualty
Heart disease (OCR) Students diagnose and
treat a mysterious AampE hospital case by
analysing conflicting data
copy CSE and ASE 2011 This page may have been changed from the original
Presents
An Application for AQA
35
Title slide
Sample lsquoApplication lessonrsquo
ELICIT STARTER 36
Objectives
Find out how harmful bacteria form
antibiotic-resistant strains
Discover why resistant strains
spread rapidly
Draw conclusions from evidence about
new ways of treating infections
36
copy Association for Science Education and Centre for Science Education 2011
Objectives
37
Scientists are testing new
weapons against superbugs
ELICIT STARTER
cockroach
brains
silver
nanoparticles
honey
Is there enough evidence
to show that they work
Main 2 task
SS3 ndash 6
Are any worth funding
copy CSE and ASE 2011
Research SS3
Scientist Simon Lee UK
Investigation
grow two types of bacteria on agar plates
add cockroach brain juice and leave for
two hours at 37 ordmC
Type of bacteria Percentage of bacteria
killed
MRSA
More than 90
Escherichia coli More than 90
If an antibiotic kills 90 of the
bacteria your bodyrsquos immune system
can kill the rest
Results
Scientist UM Seraj Bangladesh
Investigation
grow different types of bacteria on agar plates
add cockroach juice and leave overnight at 37 ordmC
SS3
SS3
Zon
e of clearan
ce (m
m)
Type of bacteria
Results
copy CSE and ASE 2011 copy CSE and ASE 2011
Scientist Arne Simon Germany
Research SS4
Observations
A 12-year old leukaemia patient
had an MRSA-infected wound
Doctors treated the wound with
antiseptic for 12 days It did not
get better
Then doctors treated the wound with
Australian medical honey made from
Manuka flowers Two days later the
wound had cleared up
Manuka
flowers
Scientist Ahmed Sukari Halim Malaysia
Investigation
anaesthetise 36 rats and make burn
wounds on them
infect the rat wounds with bacteria
cover the wounds with honey
SS4
copy CSE and ASE 2011
SS4
Results
Relative n
um
ber of
bacteria
days after honey dressings applied
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
ELICIT 11
To improve your analytical skills by
Comparing some physical properties
of copper and aluminium
Drawing up a table to organise data
Displaying patterns in the data
on a chart or graph
11
copy Association for Science Education and Centre for Science Education 2011
Objectives
Engage - context
12
copy Association for Science Education and Centre for Science Education 2011
Starter 1
discuss
Starter 1
copy Association for Science Education and Centre for Science Education 2011
14
copy Association for Science Education and Centre for Science Education 2011
Main 1
and thefts continue to rise
Could cables
be made from a
less valuable
metal
More science discuss
Overall task
15
copy Association for Science Education and Centre for Science Education 2011
Main 1
Irsquove done some conductivity tests
Aluminium looks promising
Organise my findings
so I can include them
in this report
Students given data
16
If itrsquos clear why a result is
anomalous leave it out
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Collect
RESULTS
Name X (the independent variable)
and Y (the dependent variable)
and give their units
Make space for each set of results
If these are repeats add space for an average
1 Complete a table
Breakdown of skill draw table
17
Name X (the independent variable)
and Y (the dependent variable) and
give their units (if they have any)
Main 1 training slide 1
Choose this sort of table because
the current has been measured
It does not need to be
calculated
Type
of
metal
Current in cable
(amps)
17
copy Association for Science Education and Centre for Science Education 2011
Make step-by-step thinking visible
18
Make space for each set of
results If these are repeats
add space for an average
Main 1 training slide 2
We have 2 results for each
metal so wersquoll need an
average column
Type
of
metal
Current in cable
(amps)
1 2 average
18
copy Association for Science Education and Centre for Science Education 2011
19
copy Association for Science Education and Centre for Science Education 2011
Main 1
Aluminium isnrsquot such a good conductor
but perhaps we can compensate by
using thicker cables
Show how the current
changes when the
cable diameter
increases
Next process draw graph
20
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
Use a line graph to
show what happens
to Y as X increases
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Breakdown of skill plot graph
The independent
variable tested
goes on the
X axis
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
21
copy Association for Science Education and Centre for Science Education 2011
The dependent
variable measured
goes on the
Y axis
Main 1 training slide 5
Make step-by-step thinking visible
for the Y axis
range = 740-40 = 700
700divide8 = 87
so round up to 100
Itrsquos fine to label
alternate lines
600
800
200
400
0
Only start at
zero if some of
your results
are close to
zero
22
copy Association for Science Education and Centre for Science Education 2011
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
Main 1 training slide 6
for the X axis
range = 20-5 = 15
15divide5 = 3
so round up to 5
but its neater to label
every other square
600
800
200
400
0
10 20
Cable diameter (mm)
Write the values
on lines ndash not in gaps
Each
cm must
be worth
the same
number
of units
Cu
rren
t in
cable (am
ps)
23
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 7
600
800
200
400
0 10 20
Cable diameter (mm)
X
X
X
X
Cu
rren
t in
cable (am
ps)
24 24
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 9
25
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
If itrsquos clear why a result is
anomalous leave it out
The 7 is an outlier
It is an anomalous result
so it should be checked
Use a line graph to
show what happens
to Y as X increases
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Y can be measured Y is calculated from A and B
Collect
RESULTS
Analyser
SS1
X
(units)
Y (units)
Name X (the independent variable)
and Y (the dependent variable)
and give their units
X
(units)
A
(units)
B
(units)
Y
(units)
Make space for each set of results
If these are repeats add space for an average
X
(units)
Y (units)
1 2 3 Average
a
b
X
(units)
A
(units)
B
(units)
Y
(units)
Average
Y (units)
a
b
eg 2 7 3
eg Average = (2+7+3) = 4
3
But 7 is anomalous so a more
trustworthy average is (2+3) = 25
2
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
Write the
X values
in spaces
Write the
Y values
on lines
Use a line
of best fit or
curve to show
the trend
Write the
X and Y values
on the lines
not in the gaps
Only start at zero if some of
your results are close to zero
Each cm must be worth
the same number of units
1 Complete a table
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Scaffold sheet given to students
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Edexcel
Edexcel P2F Q6
Decompose
it
What knowledge and skills are
needed to get the 12 marks
6 marks explanation
6 marks QWC
30
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
describe the
PATTERN
give
NUMBERS
suggest
REASONS
spot the
TREND
Give details Check
the common patterns
for ideas
Say what happens to Y as
X increases Use the
names of these variables
Use scientific ideas to
suggest reasons for any
pattern or difference
Say what
is different
about them
Common patterns
positive correlation
negative correlation
Y changes by
the same amount
for each increase
in X
Y changes
more slowly
as X gets larger
Y changes
more quickly
as X gets larger
Y is directly
proportional to X
so if X doubles
Y doubles
Y fluctuates
X
Y
Y increases
as X increases
1 graph Y does not
change
Y decreases
as X increases
2 graphs or
one with 2 parts
In graph A
Y changes
more for each
increase in X
In graph A
Y reaches a
higher
maximum
value
Y is inversely
proportional to X
if X times Y always
gives the same value
Y rises reaches a
peak and then falls
Choose values to illustrate
any pattern or difference
These values
show that
Y increases
These show
what is different
about the graphs
COMPARE
numbers
1 graph 2 or more
Use numbers
to show how big
any difference is
In graph A
the maximum value
of Y is double what
it is in graph B
gradient = change in Y
change in X
The gradient of
graph A is four
times the gradient
of graph B
Worked examples
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
Analyser
X
Y
X
Y
X
Y
210
Between 0
and 1
but between
1 and 2
X
Y
SS1b Analyser Lifeline 2
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Scaffold sheet given to students
AQA
copy Association for Science Education and Centre for Science Education 2011
Teach complex
processes
Teach content and
apply processes
copy Association for Science Education and Centre for Science Education 2011
lsquoReasonerrsquo uses banning sun beds to teach
- identify conflicting evidence and weaknesses
- decide how well evidence supports a claim
- suggest further tests
lsquoCommunicatorrsquo uses games to teach QWC
- analyse a question for meaning
- identify key points
- organise them logically
copy Association for Science Education and Centre for Science Education 2011
Limestone (Edexcel) Students battle with
lsquosinkholesrsquo and silence campaignersrsquo
objections to a mega quarry
Energy transfer (AQA) Students model the
cooling system of a laptop to get to the bottom
of a fire casualty
Heart disease (OCR) Students diagnose and
treat a mysterious AampE hospital case by
analysing conflicting data
copy CSE and ASE 2011 This page may have been changed from the original
Presents
An Application for AQA
35
Title slide
Sample lsquoApplication lessonrsquo
ELICIT STARTER 36
Objectives
Find out how harmful bacteria form
antibiotic-resistant strains
Discover why resistant strains
spread rapidly
Draw conclusions from evidence about
new ways of treating infections
36
copy Association for Science Education and Centre for Science Education 2011
Objectives
37
Scientists are testing new
weapons against superbugs
ELICIT STARTER
cockroach
brains
silver
nanoparticles
honey
Is there enough evidence
to show that they work
Main 2 task
SS3 ndash 6
Are any worth funding
copy CSE and ASE 2011
Research SS3
Scientist Simon Lee UK
Investigation
grow two types of bacteria on agar plates
add cockroach brain juice and leave for
two hours at 37 ordmC
Type of bacteria Percentage of bacteria
killed
MRSA
More than 90
Escherichia coli More than 90
If an antibiotic kills 90 of the
bacteria your bodyrsquos immune system
can kill the rest
Results
Scientist UM Seraj Bangladesh
Investigation
grow different types of bacteria on agar plates
add cockroach juice and leave overnight at 37 ordmC
SS3
SS3
Zon
e of clearan
ce (m
m)
Type of bacteria
Results
copy CSE and ASE 2011 copy CSE and ASE 2011
Scientist Arne Simon Germany
Research SS4
Observations
A 12-year old leukaemia patient
had an MRSA-infected wound
Doctors treated the wound with
antiseptic for 12 days It did not
get better
Then doctors treated the wound with
Australian medical honey made from
Manuka flowers Two days later the
wound had cleared up
Manuka
flowers
Scientist Ahmed Sukari Halim Malaysia
Investigation
anaesthetise 36 rats and make burn
wounds on them
infect the rat wounds with bacteria
cover the wounds with honey
SS4
copy CSE and ASE 2011
SS4
Results
Relative n
um
ber of
bacteria
days after honey dressings applied
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
Engage - context
12
copy Association for Science Education and Centre for Science Education 2011
Starter 1
discuss
Starter 1
copy Association for Science Education and Centre for Science Education 2011
14
copy Association for Science Education and Centre for Science Education 2011
Main 1
and thefts continue to rise
Could cables
be made from a
less valuable
metal
More science discuss
Overall task
15
copy Association for Science Education and Centre for Science Education 2011
Main 1
Irsquove done some conductivity tests
Aluminium looks promising
Organise my findings
so I can include them
in this report
Students given data
16
If itrsquos clear why a result is
anomalous leave it out
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Collect
RESULTS
Name X (the independent variable)
and Y (the dependent variable)
and give their units
Make space for each set of results
If these are repeats add space for an average
1 Complete a table
Breakdown of skill draw table
17
Name X (the independent variable)
and Y (the dependent variable) and
give their units (if they have any)
Main 1 training slide 1
Choose this sort of table because
the current has been measured
It does not need to be
calculated
Type
of
metal
Current in cable
(amps)
17
copy Association for Science Education and Centre for Science Education 2011
Make step-by-step thinking visible
18
Make space for each set of
results If these are repeats
add space for an average
Main 1 training slide 2
We have 2 results for each
metal so wersquoll need an
average column
Type
of
metal
Current in cable
(amps)
1 2 average
18
copy Association for Science Education and Centre for Science Education 2011
19
copy Association for Science Education and Centre for Science Education 2011
Main 1
Aluminium isnrsquot such a good conductor
but perhaps we can compensate by
using thicker cables
Show how the current
changes when the
cable diameter
increases
Next process draw graph
20
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
Use a line graph to
show what happens
to Y as X increases
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Breakdown of skill plot graph
The independent
variable tested
goes on the
X axis
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
21
copy Association for Science Education and Centre for Science Education 2011
The dependent
variable measured
goes on the
Y axis
Main 1 training slide 5
Make step-by-step thinking visible
for the Y axis
range = 740-40 = 700
700divide8 = 87
so round up to 100
Itrsquos fine to label
alternate lines
600
800
200
400
0
Only start at
zero if some of
your results
are close to
zero
22
copy Association for Science Education and Centre for Science Education 2011
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
Main 1 training slide 6
for the X axis
range = 20-5 = 15
15divide5 = 3
so round up to 5
but its neater to label
every other square
600
800
200
400
0
10 20
Cable diameter (mm)
Write the values
on lines ndash not in gaps
Each
cm must
be worth
the same
number
of units
Cu
rren
t in
cable (am
ps)
23
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 7
600
800
200
400
0 10 20
Cable diameter (mm)
X
X
X
X
Cu
rren
t in
cable (am
ps)
24 24
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 9
25
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
If itrsquos clear why a result is
anomalous leave it out
The 7 is an outlier
It is an anomalous result
so it should be checked
Use a line graph to
show what happens
to Y as X increases
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Y can be measured Y is calculated from A and B
Collect
RESULTS
Analyser
SS1
X
(units)
Y (units)
Name X (the independent variable)
and Y (the dependent variable)
and give their units
X
(units)
A
(units)
B
(units)
Y
(units)
Make space for each set of results
If these are repeats add space for an average
X
(units)
Y (units)
1 2 3 Average
a
b
X
(units)
A
(units)
B
(units)
Y
(units)
Average
Y (units)
a
b
eg 2 7 3
eg Average = (2+7+3) = 4
3
But 7 is anomalous so a more
trustworthy average is (2+3) = 25
2
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
Write the
X values
in spaces
Write the
Y values
on lines
Use a line
of best fit or
curve to show
the trend
Write the
X and Y values
on the lines
not in the gaps
Only start at zero if some of
your results are close to zero
Each cm must be worth
the same number of units
1 Complete a table
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Scaffold sheet given to students
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Edexcel
Edexcel P2F Q6
Decompose
it
What knowledge and skills are
needed to get the 12 marks
6 marks explanation
6 marks QWC
30
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
describe the
PATTERN
give
NUMBERS
suggest
REASONS
spot the
TREND
Give details Check
the common patterns
for ideas
Say what happens to Y as
X increases Use the
names of these variables
Use scientific ideas to
suggest reasons for any
pattern or difference
Say what
is different
about them
Common patterns
positive correlation
negative correlation
Y changes by
the same amount
for each increase
in X
Y changes
more slowly
as X gets larger
Y changes
more quickly
as X gets larger
Y is directly
proportional to X
so if X doubles
Y doubles
Y fluctuates
X
Y
Y increases
as X increases
1 graph Y does not
change
Y decreases
as X increases
2 graphs or
one with 2 parts
In graph A
Y changes
more for each
increase in X
In graph A
Y reaches a
higher
maximum
value
Y is inversely
proportional to X
if X times Y always
gives the same value
Y rises reaches a
peak and then falls
Choose values to illustrate
any pattern or difference
These values
show that
Y increases
These show
what is different
about the graphs
COMPARE
numbers
1 graph 2 or more
Use numbers
to show how big
any difference is
In graph A
the maximum value
of Y is double what
it is in graph B
gradient = change in Y
change in X
The gradient of
graph A is four
times the gradient
of graph B
Worked examples
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
Analyser
X
Y
X
Y
X
Y
210
Between 0
and 1
but between
1 and 2
X
Y
SS1b Analyser Lifeline 2
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Scaffold sheet given to students
AQA
copy Association for Science Education and Centre for Science Education 2011
Teach complex
processes
Teach content and
apply processes
copy Association for Science Education and Centre for Science Education 2011
lsquoReasonerrsquo uses banning sun beds to teach
- identify conflicting evidence and weaknesses
- decide how well evidence supports a claim
- suggest further tests
lsquoCommunicatorrsquo uses games to teach QWC
- analyse a question for meaning
- identify key points
- organise them logically
copy Association for Science Education and Centre for Science Education 2011
Limestone (Edexcel) Students battle with
lsquosinkholesrsquo and silence campaignersrsquo
objections to a mega quarry
Energy transfer (AQA) Students model the
cooling system of a laptop to get to the bottom
of a fire casualty
Heart disease (OCR) Students diagnose and
treat a mysterious AampE hospital case by
analysing conflicting data
copy CSE and ASE 2011 This page may have been changed from the original
Presents
An Application for AQA
35
Title slide
Sample lsquoApplication lessonrsquo
ELICIT STARTER 36
Objectives
Find out how harmful bacteria form
antibiotic-resistant strains
Discover why resistant strains
spread rapidly
Draw conclusions from evidence about
new ways of treating infections
36
copy Association for Science Education and Centre for Science Education 2011
Objectives
37
Scientists are testing new
weapons against superbugs
ELICIT STARTER
cockroach
brains
silver
nanoparticles
honey
Is there enough evidence
to show that they work
Main 2 task
SS3 ndash 6
Are any worth funding
copy CSE and ASE 2011
Research SS3
Scientist Simon Lee UK
Investigation
grow two types of bacteria on agar plates
add cockroach brain juice and leave for
two hours at 37 ordmC
Type of bacteria Percentage of bacteria
killed
MRSA
More than 90
Escherichia coli More than 90
If an antibiotic kills 90 of the
bacteria your bodyrsquos immune system
can kill the rest
Results
Scientist UM Seraj Bangladesh
Investigation
grow different types of bacteria on agar plates
add cockroach juice and leave overnight at 37 ordmC
SS3
SS3
Zon
e of clearan
ce (m
m)
Type of bacteria
Results
copy CSE and ASE 2011 copy CSE and ASE 2011
Scientist Arne Simon Germany
Research SS4
Observations
A 12-year old leukaemia patient
had an MRSA-infected wound
Doctors treated the wound with
antiseptic for 12 days It did not
get better
Then doctors treated the wound with
Australian medical honey made from
Manuka flowers Two days later the
wound had cleared up
Manuka
flowers
Scientist Ahmed Sukari Halim Malaysia
Investigation
anaesthetise 36 rats and make burn
wounds on them
infect the rat wounds with bacteria
cover the wounds with honey
SS4
copy CSE and ASE 2011
SS4
Results
Relative n
um
ber of
bacteria
days after honey dressings applied
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
Starter 1
copy Association for Science Education and Centre for Science Education 2011
14
copy Association for Science Education and Centre for Science Education 2011
Main 1
and thefts continue to rise
Could cables
be made from a
less valuable
metal
More science discuss
Overall task
15
copy Association for Science Education and Centre for Science Education 2011
Main 1
Irsquove done some conductivity tests
Aluminium looks promising
Organise my findings
so I can include them
in this report
Students given data
16
If itrsquos clear why a result is
anomalous leave it out
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Collect
RESULTS
Name X (the independent variable)
and Y (the dependent variable)
and give their units
Make space for each set of results
If these are repeats add space for an average
1 Complete a table
Breakdown of skill draw table
17
Name X (the independent variable)
and Y (the dependent variable) and
give their units (if they have any)
Main 1 training slide 1
Choose this sort of table because
the current has been measured
It does not need to be
calculated
Type
of
metal
Current in cable
(amps)
17
copy Association for Science Education and Centre for Science Education 2011
Make step-by-step thinking visible
18
Make space for each set of
results If these are repeats
add space for an average
Main 1 training slide 2
We have 2 results for each
metal so wersquoll need an
average column
Type
of
metal
Current in cable
(amps)
1 2 average
18
copy Association for Science Education and Centre for Science Education 2011
19
copy Association for Science Education and Centre for Science Education 2011
Main 1
Aluminium isnrsquot such a good conductor
but perhaps we can compensate by
using thicker cables
Show how the current
changes when the
cable diameter
increases
Next process draw graph
20
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
Use a line graph to
show what happens
to Y as X increases
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Breakdown of skill plot graph
The independent
variable tested
goes on the
X axis
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
21
copy Association for Science Education and Centre for Science Education 2011
The dependent
variable measured
goes on the
Y axis
Main 1 training slide 5
Make step-by-step thinking visible
for the Y axis
range = 740-40 = 700
700divide8 = 87
so round up to 100
Itrsquos fine to label
alternate lines
600
800
200
400
0
Only start at
zero if some of
your results
are close to
zero
22
copy Association for Science Education and Centre for Science Education 2011
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
Main 1 training slide 6
for the X axis
range = 20-5 = 15
15divide5 = 3
so round up to 5
but its neater to label
every other square
600
800
200
400
0
10 20
Cable diameter (mm)
Write the values
on lines ndash not in gaps
Each
cm must
be worth
the same
number
of units
Cu
rren
t in
cable (am
ps)
23
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 7
600
800
200
400
0 10 20
Cable diameter (mm)
X
X
X
X
Cu
rren
t in
cable (am
ps)
24 24
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 9
25
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
If itrsquos clear why a result is
anomalous leave it out
The 7 is an outlier
It is an anomalous result
so it should be checked
Use a line graph to
show what happens
to Y as X increases
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Y can be measured Y is calculated from A and B
Collect
RESULTS
Analyser
SS1
X
(units)
Y (units)
Name X (the independent variable)
and Y (the dependent variable)
and give their units
X
(units)
A
(units)
B
(units)
Y
(units)
Make space for each set of results
If these are repeats add space for an average
X
(units)
Y (units)
1 2 3 Average
a
b
X
(units)
A
(units)
B
(units)
Y
(units)
Average
Y (units)
a
b
eg 2 7 3
eg Average = (2+7+3) = 4
3
But 7 is anomalous so a more
trustworthy average is (2+3) = 25
2
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
Write the
X values
in spaces
Write the
Y values
on lines
Use a line
of best fit or
curve to show
the trend
Write the
X and Y values
on the lines
not in the gaps
Only start at zero if some of
your results are close to zero
Each cm must be worth
the same number of units
1 Complete a table
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Scaffold sheet given to students
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Edexcel
Edexcel P2F Q6
Decompose
it
What knowledge and skills are
needed to get the 12 marks
6 marks explanation
6 marks QWC
30
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
describe the
PATTERN
give
NUMBERS
suggest
REASONS
spot the
TREND
Give details Check
the common patterns
for ideas
Say what happens to Y as
X increases Use the
names of these variables
Use scientific ideas to
suggest reasons for any
pattern or difference
Say what
is different
about them
Common patterns
positive correlation
negative correlation
Y changes by
the same amount
for each increase
in X
Y changes
more slowly
as X gets larger
Y changes
more quickly
as X gets larger
Y is directly
proportional to X
so if X doubles
Y doubles
Y fluctuates
X
Y
Y increases
as X increases
1 graph Y does not
change
Y decreases
as X increases
2 graphs or
one with 2 parts
In graph A
Y changes
more for each
increase in X
In graph A
Y reaches a
higher
maximum
value
Y is inversely
proportional to X
if X times Y always
gives the same value
Y rises reaches a
peak and then falls
Choose values to illustrate
any pattern or difference
These values
show that
Y increases
These show
what is different
about the graphs
COMPARE
numbers
1 graph 2 or more
Use numbers
to show how big
any difference is
In graph A
the maximum value
of Y is double what
it is in graph B
gradient = change in Y
change in X
The gradient of
graph A is four
times the gradient
of graph B
Worked examples
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
Analyser
X
Y
X
Y
X
Y
210
Between 0
and 1
but between
1 and 2
X
Y
SS1b Analyser Lifeline 2
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Scaffold sheet given to students
AQA
copy Association for Science Education and Centre for Science Education 2011
Teach complex
processes
Teach content and
apply processes
copy Association for Science Education and Centre for Science Education 2011
lsquoReasonerrsquo uses banning sun beds to teach
- identify conflicting evidence and weaknesses
- decide how well evidence supports a claim
- suggest further tests
lsquoCommunicatorrsquo uses games to teach QWC
- analyse a question for meaning
- identify key points
- organise them logically
copy Association for Science Education and Centre for Science Education 2011
Limestone (Edexcel) Students battle with
lsquosinkholesrsquo and silence campaignersrsquo
objections to a mega quarry
Energy transfer (AQA) Students model the
cooling system of a laptop to get to the bottom
of a fire casualty
Heart disease (OCR) Students diagnose and
treat a mysterious AampE hospital case by
analysing conflicting data
copy CSE and ASE 2011 This page may have been changed from the original
Presents
An Application for AQA
35
Title slide
Sample lsquoApplication lessonrsquo
ELICIT STARTER 36
Objectives
Find out how harmful bacteria form
antibiotic-resistant strains
Discover why resistant strains
spread rapidly
Draw conclusions from evidence about
new ways of treating infections
36
copy Association for Science Education and Centre for Science Education 2011
Objectives
37
Scientists are testing new
weapons against superbugs
ELICIT STARTER
cockroach
brains
silver
nanoparticles
honey
Is there enough evidence
to show that they work
Main 2 task
SS3 ndash 6
Are any worth funding
copy CSE and ASE 2011
Research SS3
Scientist Simon Lee UK
Investigation
grow two types of bacteria on agar plates
add cockroach brain juice and leave for
two hours at 37 ordmC
Type of bacteria Percentage of bacteria
killed
MRSA
More than 90
Escherichia coli More than 90
If an antibiotic kills 90 of the
bacteria your bodyrsquos immune system
can kill the rest
Results
Scientist UM Seraj Bangladesh
Investigation
grow different types of bacteria on agar plates
add cockroach juice and leave overnight at 37 ordmC
SS3
SS3
Zon
e of clearan
ce (m
m)
Type of bacteria
Results
copy CSE and ASE 2011 copy CSE and ASE 2011
Scientist Arne Simon Germany
Research SS4
Observations
A 12-year old leukaemia patient
had an MRSA-infected wound
Doctors treated the wound with
antiseptic for 12 days It did not
get better
Then doctors treated the wound with
Australian medical honey made from
Manuka flowers Two days later the
wound had cleared up
Manuka
flowers
Scientist Ahmed Sukari Halim Malaysia
Investigation
anaesthetise 36 rats and make burn
wounds on them
infect the rat wounds with bacteria
cover the wounds with honey
SS4
copy CSE and ASE 2011
SS4
Results
Relative n
um
ber of
bacteria
days after honey dressings applied
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
14
copy Association for Science Education and Centre for Science Education 2011
Main 1
and thefts continue to rise
Could cables
be made from a
less valuable
metal
More science discuss
Overall task
15
copy Association for Science Education and Centre for Science Education 2011
Main 1
Irsquove done some conductivity tests
Aluminium looks promising
Organise my findings
so I can include them
in this report
Students given data
16
If itrsquos clear why a result is
anomalous leave it out
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Collect
RESULTS
Name X (the independent variable)
and Y (the dependent variable)
and give their units
Make space for each set of results
If these are repeats add space for an average
1 Complete a table
Breakdown of skill draw table
17
Name X (the independent variable)
and Y (the dependent variable) and
give their units (if they have any)
Main 1 training slide 1
Choose this sort of table because
the current has been measured
It does not need to be
calculated
Type
of
metal
Current in cable
(amps)
17
copy Association for Science Education and Centre for Science Education 2011
Make step-by-step thinking visible
18
Make space for each set of
results If these are repeats
add space for an average
Main 1 training slide 2
We have 2 results for each
metal so wersquoll need an
average column
Type
of
metal
Current in cable
(amps)
1 2 average
18
copy Association for Science Education and Centre for Science Education 2011
19
copy Association for Science Education and Centre for Science Education 2011
Main 1
Aluminium isnrsquot such a good conductor
but perhaps we can compensate by
using thicker cables
Show how the current
changes when the
cable diameter
increases
Next process draw graph
20
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
Use a line graph to
show what happens
to Y as X increases
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Breakdown of skill plot graph
The independent
variable tested
goes on the
X axis
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
21
copy Association for Science Education and Centre for Science Education 2011
The dependent
variable measured
goes on the
Y axis
Main 1 training slide 5
Make step-by-step thinking visible
for the Y axis
range = 740-40 = 700
700divide8 = 87
so round up to 100
Itrsquos fine to label
alternate lines
600
800
200
400
0
Only start at
zero if some of
your results
are close to
zero
22
copy Association for Science Education and Centre for Science Education 2011
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
Main 1 training slide 6
for the X axis
range = 20-5 = 15
15divide5 = 3
so round up to 5
but its neater to label
every other square
600
800
200
400
0
10 20
Cable diameter (mm)
Write the values
on lines ndash not in gaps
Each
cm must
be worth
the same
number
of units
Cu
rren
t in
cable (am
ps)
23
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 7
600
800
200
400
0 10 20
Cable diameter (mm)
X
X
X
X
Cu
rren
t in
cable (am
ps)
24 24
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 9
25
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
If itrsquos clear why a result is
anomalous leave it out
The 7 is an outlier
It is an anomalous result
so it should be checked
Use a line graph to
show what happens
to Y as X increases
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Y can be measured Y is calculated from A and B
Collect
RESULTS
Analyser
SS1
X
(units)
Y (units)
Name X (the independent variable)
and Y (the dependent variable)
and give their units
X
(units)
A
(units)
B
(units)
Y
(units)
Make space for each set of results
If these are repeats add space for an average
X
(units)
Y (units)
1 2 3 Average
a
b
X
(units)
A
(units)
B
(units)
Y
(units)
Average
Y (units)
a
b
eg 2 7 3
eg Average = (2+7+3) = 4
3
But 7 is anomalous so a more
trustworthy average is (2+3) = 25
2
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
Write the
X values
in spaces
Write the
Y values
on lines
Use a line
of best fit or
curve to show
the trend
Write the
X and Y values
on the lines
not in the gaps
Only start at zero if some of
your results are close to zero
Each cm must be worth
the same number of units
1 Complete a table
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Scaffold sheet given to students
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Edexcel
Edexcel P2F Q6
Decompose
it
What knowledge and skills are
needed to get the 12 marks
6 marks explanation
6 marks QWC
30
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
describe the
PATTERN
give
NUMBERS
suggest
REASONS
spot the
TREND
Give details Check
the common patterns
for ideas
Say what happens to Y as
X increases Use the
names of these variables
Use scientific ideas to
suggest reasons for any
pattern or difference
Say what
is different
about them
Common patterns
positive correlation
negative correlation
Y changes by
the same amount
for each increase
in X
Y changes
more slowly
as X gets larger
Y changes
more quickly
as X gets larger
Y is directly
proportional to X
so if X doubles
Y doubles
Y fluctuates
X
Y
Y increases
as X increases
1 graph Y does not
change
Y decreases
as X increases
2 graphs or
one with 2 parts
In graph A
Y changes
more for each
increase in X
In graph A
Y reaches a
higher
maximum
value
Y is inversely
proportional to X
if X times Y always
gives the same value
Y rises reaches a
peak and then falls
Choose values to illustrate
any pattern or difference
These values
show that
Y increases
These show
what is different
about the graphs
COMPARE
numbers
1 graph 2 or more
Use numbers
to show how big
any difference is
In graph A
the maximum value
of Y is double what
it is in graph B
gradient = change in Y
change in X
The gradient of
graph A is four
times the gradient
of graph B
Worked examples
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
Analyser
X
Y
X
Y
X
Y
210
Between 0
and 1
but between
1 and 2
X
Y
SS1b Analyser Lifeline 2
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Scaffold sheet given to students
AQA
copy Association for Science Education and Centre for Science Education 2011
Teach complex
processes
Teach content and
apply processes
copy Association for Science Education and Centre for Science Education 2011
lsquoReasonerrsquo uses banning sun beds to teach
- identify conflicting evidence and weaknesses
- decide how well evidence supports a claim
- suggest further tests
lsquoCommunicatorrsquo uses games to teach QWC
- analyse a question for meaning
- identify key points
- organise them logically
copy Association for Science Education and Centre for Science Education 2011
Limestone (Edexcel) Students battle with
lsquosinkholesrsquo and silence campaignersrsquo
objections to a mega quarry
Energy transfer (AQA) Students model the
cooling system of a laptop to get to the bottom
of a fire casualty
Heart disease (OCR) Students diagnose and
treat a mysterious AampE hospital case by
analysing conflicting data
copy CSE and ASE 2011 This page may have been changed from the original
Presents
An Application for AQA
35
Title slide
Sample lsquoApplication lessonrsquo
ELICIT STARTER 36
Objectives
Find out how harmful bacteria form
antibiotic-resistant strains
Discover why resistant strains
spread rapidly
Draw conclusions from evidence about
new ways of treating infections
36
copy Association for Science Education and Centre for Science Education 2011
Objectives
37
Scientists are testing new
weapons against superbugs
ELICIT STARTER
cockroach
brains
silver
nanoparticles
honey
Is there enough evidence
to show that they work
Main 2 task
SS3 ndash 6
Are any worth funding
copy CSE and ASE 2011
Research SS3
Scientist Simon Lee UK
Investigation
grow two types of bacteria on agar plates
add cockroach brain juice and leave for
two hours at 37 ordmC
Type of bacteria Percentage of bacteria
killed
MRSA
More than 90
Escherichia coli More than 90
If an antibiotic kills 90 of the
bacteria your bodyrsquos immune system
can kill the rest
Results
Scientist UM Seraj Bangladesh
Investigation
grow different types of bacteria on agar plates
add cockroach juice and leave overnight at 37 ordmC
SS3
SS3
Zon
e of clearan
ce (m
m)
Type of bacteria
Results
copy CSE and ASE 2011 copy CSE and ASE 2011
Scientist Arne Simon Germany
Research SS4
Observations
A 12-year old leukaemia patient
had an MRSA-infected wound
Doctors treated the wound with
antiseptic for 12 days It did not
get better
Then doctors treated the wound with
Australian medical honey made from
Manuka flowers Two days later the
wound had cleared up
Manuka
flowers
Scientist Ahmed Sukari Halim Malaysia
Investigation
anaesthetise 36 rats and make burn
wounds on them
infect the rat wounds with bacteria
cover the wounds with honey
SS4
copy CSE and ASE 2011
SS4
Results
Relative n
um
ber of
bacteria
days after honey dressings applied
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
15
copy Association for Science Education and Centre for Science Education 2011
Main 1
Irsquove done some conductivity tests
Aluminium looks promising
Organise my findings
so I can include them
in this report
Students given data
16
If itrsquos clear why a result is
anomalous leave it out
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Collect
RESULTS
Name X (the independent variable)
and Y (the dependent variable)
and give their units
Make space for each set of results
If these are repeats add space for an average
1 Complete a table
Breakdown of skill draw table
17
Name X (the independent variable)
and Y (the dependent variable) and
give their units (if they have any)
Main 1 training slide 1
Choose this sort of table because
the current has been measured
It does not need to be
calculated
Type
of
metal
Current in cable
(amps)
17
copy Association for Science Education and Centre for Science Education 2011
Make step-by-step thinking visible
18
Make space for each set of
results If these are repeats
add space for an average
Main 1 training slide 2
We have 2 results for each
metal so wersquoll need an
average column
Type
of
metal
Current in cable
(amps)
1 2 average
18
copy Association for Science Education and Centre for Science Education 2011
19
copy Association for Science Education and Centre for Science Education 2011
Main 1
Aluminium isnrsquot such a good conductor
but perhaps we can compensate by
using thicker cables
Show how the current
changes when the
cable diameter
increases
Next process draw graph
20
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
Use a line graph to
show what happens
to Y as X increases
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Breakdown of skill plot graph
The independent
variable tested
goes on the
X axis
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
21
copy Association for Science Education and Centre for Science Education 2011
The dependent
variable measured
goes on the
Y axis
Main 1 training slide 5
Make step-by-step thinking visible
for the Y axis
range = 740-40 = 700
700divide8 = 87
so round up to 100
Itrsquos fine to label
alternate lines
600
800
200
400
0
Only start at
zero if some of
your results
are close to
zero
22
copy Association for Science Education and Centre for Science Education 2011
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
Main 1 training slide 6
for the X axis
range = 20-5 = 15
15divide5 = 3
so round up to 5
but its neater to label
every other square
600
800
200
400
0
10 20
Cable diameter (mm)
Write the values
on lines ndash not in gaps
Each
cm must
be worth
the same
number
of units
Cu
rren
t in
cable (am
ps)
23
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 7
600
800
200
400
0 10 20
Cable diameter (mm)
X
X
X
X
Cu
rren
t in
cable (am
ps)
24 24
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 9
25
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
If itrsquos clear why a result is
anomalous leave it out
The 7 is an outlier
It is an anomalous result
so it should be checked
Use a line graph to
show what happens
to Y as X increases
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Y can be measured Y is calculated from A and B
Collect
RESULTS
Analyser
SS1
X
(units)
Y (units)
Name X (the independent variable)
and Y (the dependent variable)
and give their units
X
(units)
A
(units)
B
(units)
Y
(units)
Make space for each set of results
If these are repeats add space for an average
X
(units)
Y (units)
1 2 3 Average
a
b
X
(units)
A
(units)
B
(units)
Y
(units)
Average
Y (units)
a
b
eg 2 7 3
eg Average = (2+7+3) = 4
3
But 7 is anomalous so a more
trustworthy average is (2+3) = 25
2
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
Write the
X values
in spaces
Write the
Y values
on lines
Use a line
of best fit or
curve to show
the trend
Write the
X and Y values
on the lines
not in the gaps
Only start at zero if some of
your results are close to zero
Each cm must be worth
the same number of units
1 Complete a table
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Scaffold sheet given to students
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Edexcel
Edexcel P2F Q6
Decompose
it
What knowledge and skills are
needed to get the 12 marks
6 marks explanation
6 marks QWC
30
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
describe the
PATTERN
give
NUMBERS
suggest
REASONS
spot the
TREND
Give details Check
the common patterns
for ideas
Say what happens to Y as
X increases Use the
names of these variables
Use scientific ideas to
suggest reasons for any
pattern or difference
Say what
is different
about them
Common patterns
positive correlation
negative correlation
Y changes by
the same amount
for each increase
in X
Y changes
more slowly
as X gets larger
Y changes
more quickly
as X gets larger
Y is directly
proportional to X
so if X doubles
Y doubles
Y fluctuates
X
Y
Y increases
as X increases
1 graph Y does not
change
Y decreases
as X increases
2 graphs or
one with 2 parts
In graph A
Y changes
more for each
increase in X
In graph A
Y reaches a
higher
maximum
value
Y is inversely
proportional to X
if X times Y always
gives the same value
Y rises reaches a
peak and then falls
Choose values to illustrate
any pattern or difference
These values
show that
Y increases
These show
what is different
about the graphs
COMPARE
numbers
1 graph 2 or more
Use numbers
to show how big
any difference is
In graph A
the maximum value
of Y is double what
it is in graph B
gradient = change in Y
change in X
The gradient of
graph A is four
times the gradient
of graph B
Worked examples
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
Analyser
X
Y
X
Y
X
Y
210
Between 0
and 1
but between
1 and 2
X
Y
SS1b Analyser Lifeline 2
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Scaffold sheet given to students
AQA
copy Association for Science Education and Centre for Science Education 2011
Teach complex
processes
Teach content and
apply processes
copy Association for Science Education and Centre for Science Education 2011
lsquoReasonerrsquo uses banning sun beds to teach
- identify conflicting evidence and weaknesses
- decide how well evidence supports a claim
- suggest further tests
lsquoCommunicatorrsquo uses games to teach QWC
- analyse a question for meaning
- identify key points
- organise them logically
copy Association for Science Education and Centre for Science Education 2011
Limestone (Edexcel) Students battle with
lsquosinkholesrsquo and silence campaignersrsquo
objections to a mega quarry
Energy transfer (AQA) Students model the
cooling system of a laptop to get to the bottom
of a fire casualty
Heart disease (OCR) Students diagnose and
treat a mysterious AampE hospital case by
analysing conflicting data
copy CSE and ASE 2011 This page may have been changed from the original
Presents
An Application for AQA
35
Title slide
Sample lsquoApplication lessonrsquo
ELICIT STARTER 36
Objectives
Find out how harmful bacteria form
antibiotic-resistant strains
Discover why resistant strains
spread rapidly
Draw conclusions from evidence about
new ways of treating infections
36
copy Association for Science Education and Centre for Science Education 2011
Objectives
37
Scientists are testing new
weapons against superbugs
ELICIT STARTER
cockroach
brains
silver
nanoparticles
honey
Is there enough evidence
to show that they work
Main 2 task
SS3 ndash 6
Are any worth funding
copy CSE and ASE 2011
Research SS3
Scientist Simon Lee UK
Investigation
grow two types of bacteria on agar plates
add cockroach brain juice and leave for
two hours at 37 ordmC
Type of bacteria Percentage of bacteria
killed
MRSA
More than 90
Escherichia coli More than 90
If an antibiotic kills 90 of the
bacteria your bodyrsquos immune system
can kill the rest
Results
Scientist UM Seraj Bangladesh
Investigation
grow different types of bacteria on agar plates
add cockroach juice and leave overnight at 37 ordmC
SS3
SS3
Zon
e of clearan
ce (m
m)
Type of bacteria
Results
copy CSE and ASE 2011 copy CSE and ASE 2011
Scientist Arne Simon Germany
Research SS4
Observations
A 12-year old leukaemia patient
had an MRSA-infected wound
Doctors treated the wound with
antiseptic for 12 days It did not
get better
Then doctors treated the wound with
Australian medical honey made from
Manuka flowers Two days later the
wound had cleared up
Manuka
flowers
Scientist Ahmed Sukari Halim Malaysia
Investigation
anaesthetise 36 rats and make burn
wounds on them
infect the rat wounds with bacteria
cover the wounds with honey
SS4
copy CSE and ASE 2011
SS4
Results
Relative n
um
ber of
bacteria
days after honey dressings applied
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
16
If itrsquos clear why a result is
anomalous leave it out
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Collect
RESULTS
Name X (the independent variable)
and Y (the dependent variable)
and give their units
Make space for each set of results
If these are repeats add space for an average
1 Complete a table
Breakdown of skill draw table
17
Name X (the independent variable)
and Y (the dependent variable) and
give their units (if they have any)
Main 1 training slide 1
Choose this sort of table because
the current has been measured
It does not need to be
calculated
Type
of
metal
Current in cable
(amps)
17
copy Association for Science Education and Centre for Science Education 2011
Make step-by-step thinking visible
18
Make space for each set of
results If these are repeats
add space for an average
Main 1 training slide 2
We have 2 results for each
metal so wersquoll need an
average column
Type
of
metal
Current in cable
(amps)
1 2 average
18
copy Association for Science Education and Centre for Science Education 2011
19
copy Association for Science Education and Centre for Science Education 2011
Main 1
Aluminium isnrsquot such a good conductor
but perhaps we can compensate by
using thicker cables
Show how the current
changes when the
cable diameter
increases
Next process draw graph
20
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
Use a line graph to
show what happens
to Y as X increases
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Breakdown of skill plot graph
The independent
variable tested
goes on the
X axis
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
21
copy Association for Science Education and Centre for Science Education 2011
The dependent
variable measured
goes on the
Y axis
Main 1 training slide 5
Make step-by-step thinking visible
for the Y axis
range = 740-40 = 700
700divide8 = 87
so round up to 100
Itrsquos fine to label
alternate lines
600
800
200
400
0
Only start at
zero if some of
your results
are close to
zero
22
copy Association for Science Education and Centre for Science Education 2011
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
Main 1 training slide 6
for the X axis
range = 20-5 = 15
15divide5 = 3
so round up to 5
but its neater to label
every other square
600
800
200
400
0
10 20
Cable diameter (mm)
Write the values
on lines ndash not in gaps
Each
cm must
be worth
the same
number
of units
Cu
rren
t in
cable (am
ps)
23
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 7
600
800
200
400
0 10 20
Cable diameter (mm)
X
X
X
X
Cu
rren
t in
cable (am
ps)
24 24
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 9
25
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
If itrsquos clear why a result is
anomalous leave it out
The 7 is an outlier
It is an anomalous result
so it should be checked
Use a line graph to
show what happens
to Y as X increases
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Y can be measured Y is calculated from A and B
Collect
RESULTS
Analyser
SS1
X
(units)
Y (units)
Name X (the independent variable)
and Y (the dependent variable)
and give their units
X
(units)
A
(units)
B
(units)
Y
(units)
Make space for each set of results
If these are repeats add space for an average
X
(units)
Y (units)
1 2 3 Average
a
b
X
(units)
A
(units)
B
(units)
Y
(units)
Average
Y (units)
a
b
eg 2 7 3
eg Average = (2+7+3) = 4
3
But 7 is anomalous so a more
trustworthy average is (2+3) = 25
2
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
Write the
X values
in spaces
Write the
Y values
on lines
Use a line
of best fit or
curve to show
the trend
Write the
X and Y values
on the lines
not in the gaps
Only start at zero if some of
your results are close to zero
Each cm must be worth
the same number of units
1 Complete a table
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Scaffold sheet given to students
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Edexcel
Edexcel P2F Q6
Decompose
it
What knowledge and skills are
needed to get the 12 marks
6 marks explanation
6 marks QWC
30
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
describe the
PATTERN
give
NUMBERS
suggest
REASONS
spot the
TREND
Give details Check
the common patterns
for ideas
Say what happens to Y as
X increases Use the
names of these variables
Use scientific ideas to
suggest reasons for any
pattern or difference
Say what
is different
about them
Common patterns
positive correlation
negative correlation
Y changes by
the same amount
for each increase
in X
Y changes
more slowly
as X gets larger
Y changes
more quickly
as X gets larger
Y is directly
proportional to X
so if X doubles
Y doubles
Y fluctuates
X
Y
Y increases
as X increases
1 graph Y does not
change
Y decreases
as X increases
2 graphs or
one with 2 parts
In graph A
Y changes
more for each
increase in X
In graph A
Y reaches a
higher
maximum
value
Y is inversely
proportional to X
if X times Y always
gives the same value
Y rises reaches a
peak and then falls
Choose values to illustrate
any pattern or difference
These values
show that
Y increases
These show
what is different
about the graphs
COMPARE
numbers
1 graph 2 or more
Use numbers
to show how big
any difference is
In graph A
the maximum value
of Y is double what
it is in graph B
gradient = change in Y
change in X
The gradient of
graph A is four
times the gradient
of graph B
Worked examples
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
Analyser
X
Y
X
Y
X
Y
210
Between 0
and 1
but between
1 and 2
X
Y
SS1b Analyser Lifeline 2
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Scaffold sheet given to students
AQA
copy Association for Science Education and Centre for Science Education 2011
Teach complex
processes
Teach content and
apply processes
copy Association for Science Education and Centre for Science Education 2011
lsquoReasonerrsquo uses banning sun beds to teach
- identify conflicting evidence and weaknesses
- decide how well evidence supports a claim
- suggest further tests
lsquoCommunicatorrsquo uses games to teach QWC
- analyse a question for meaning
- identify key points
- organise them logically
copy Association for Science Education and Centre for Science Education 2011
Limestone (Edexcel) Students battle with
lsquosinkholesrsquo and silence campaignersrsquo
objections to a mega quarry
Energy transfer (AQA) Students model the
cooling system of a laptop to get to the bottom
of a fire casualty
Heart disease (OCR) Students diagnose and
treat a mysterious AampE hospital case by
analysing conflicting data
copy CSE and ASE 2011 This page may have been changed from the original
Presents
An Application for AQA
35
Title slide
Sample lsquoApplication lessonrsquo
ELICIT STARTER 36
Objectives
Find out how harmful bacteria form
antibiotic-resistant strains
Discover why resistant strains
spread rapidly
Draw conclusions from evidence about
new ways of treating infections
36
copy Association for Science Education and Centre for Science Education 2011
Objectives
37
Scientists are testing new
weapons against superbugs
ELICIT STARTER
cockroach
brains
silver
nanoparticles
honey
Is there enough evidence
to show that they work
Main 2 task
SS3 ndash 6
Are any worth funding
copy CSE and ASE 2011
Research SS3
Scientist Simon Lee UK
Investigation
grow two types of bacteria on agar plates
add cockroach brain juice and leave for
two hours at 37 ordmC
Type of bacteria Percentage of bacteria
killed
MRSA
More than 90
Escherichia coli More than 90
If an antibiotic kills 90 of the
bacteria your bodyrsquos immune system
can kill the rest
Results
Scientist UM Seraj Bangladesh
Investigation
grow different types of bacteria on agar plates
add cockroach juice and leave overnight at 37 ordmC
SS3
SS3
Zon
e of clearan
ce (m
m)
Type of bacteria
Results
copy CSE and ASE 2011 copy CSE and ASE 2011
Scientist Arne Simon Germany
Research SS4
Observations
A 12-year old leukaemia patient
had an MRSA-infected wound
Doctors treated the wound with
antiseptic for 12 days It did not
get better
Then doctors treated the wound with
Australian medical honey made from
Manuka flowers Two days later the
wound had cleared up
Manuka
flowers
Scientist Ahmed Sukari Halim Malaysia
Investigation
anaesthetise 36 rats and make burn
wounds on them
infect the rat wounds with bacteria
cover the wounds with honey
SS4
copy CSE and ASE 2011
SS4
Results
Relative n
um
ber of
bacteria
days after honey dressings applied
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
17
Name X (the independent variable)
and Y (the dependent variable) and
give their units (if they have any)
Main 1 training slide 1
Choose this sort of table because
the current has been measured
It does not need to be
calculated
Type
of
metal
Current in cable
(amps)
17
copy Association for Science Education and Centre for Science Education 2011
Make step-by-step thinking visible
18
Make space for each set of
results If these are repeats
add space for an average
Main 1 training slide 2
We have 2 results for each
metal so wersquoll need an
average column
Type
of
metal
Current in cable
(amps)
1 2 average
18
copy Association for Science Education and Centre for Science Education 2011
19
copy Association for Science Education and Centre for Science Education 2011
Main 1
Aluminium isnrsquot such a good conductor
but perhaps we can compensate by
using thicker cables
Show how the current
changes when the
cable diameter
increases
Next process draw graph
20
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
Use a line graph to
show what happens
to Y as X increases
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Breakdown of skill plot graph
The independent
variable tested
goes on the
X axis
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
21
copy Association for Science Education and Centre for Science Education 2011
The dependent
variable measured
goes on the
Y axis
Main 1 training slide 5
Make step-by-step thinking visible
for the Y axis
range = 740-40 = 700
700divide8 = 87
so round up to 100
Itrsquos fine to label
alternate lines
600
800
200
400
0
Only start at
zero if some of
your results
are close to
zero
22
copy Association for Science Education and Centre for Science Education 2011
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
Main 1 training slide 6
for the X axis
range = 20-5 = 15
15divide5 = 3
so round up to 5
but its neater to label
every other square
600
800
200
400
0
10 20
Cable diameter (mm)
Write the values
on lines ndash not in gaps
Each
cm must
be worth
the same
number
of units
Cu
rren
t in
cable (am
ps)
23
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 7
600
800
200
400
0 10 20
Cable diameter (mm)
X
X
X
X
Cu
rren
t in
cable (am
ps)
24 24
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 9
25
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
If itrsquos clear why a result is
anomalous leave it out
The 7 is an outlier
It is an anomalous result
so it should be checked
Use a line graph to
show what happens
to Y as X increases
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Y can be measured Y is calculated from A and B
Collect
RESULTS
Analyser
SS1
X
(units)
Y (units)
Name X (the independent variable)
and Y (the dependent variable)
and give their units
X
(units)
A
(units)
B
(units)
Y
(units)
Make space for each set of results
If these are repeats add space for an average
X
(units)
Y (units)
1 2 3 Average
a
b
X
(units)
A
(units)
B
(units)
Y
(units)
Average
Y (units)
a
b
eg 2 7 3
eg Average = (2+7+3) = 4
3
But 7 is anomalous so a more
trustworthy average is (2+3) = 25
2
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
Write the
X values
in spaces
Write the
Y values
on lines
Use a line
of best fit or
curve to show
the trend
Write the
X and Y values
on the lines
not in the gaps
Only start at zero if some of
your results are close to zero
Each cm must be worth
the same number of units
1 Complete a table
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Scaffold sheet given to students
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Edexcel
Edexcel P2F Q6
Decompose
it
What knowledge and skills are
needed to get the 12 marks
6 marks explanation
6 marks QWC
30
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
describe the
PATTERN
give
NUMBERS
suggest
REASONS
spot the
TREND
Give details Check
the common patterns
for ideas
Say what happens to Y as
X increases Use the
names of these variables
Use scientific ideas to
suggest reasons for any
pattern or difference
Say what
is different
about them
Common patterns
positive correlation
negative correlation
Y changes by
the same amount
for each increase
in X
Y changes
more slowly
as X gets larger
Y changes
more quickly
as X gets larger
Y is directly
proportional to X
so if X doubles
Y doubles
Y fluctuates
X
Y
Y increases
as X increases
1 graph Y does not
change
Y decreases
as X increases
2 graphs or
one with 2 parts
In graph A
Y changes
more for each
increase in X
In graph A
Y reaches a
higher
maximum
value
Y is inversely
proportional to X
if X times Y always
gives the same value
Y rises reaches a
peak and then falls
Choose values to illustrate
any pattern or difference
These values
show that
Y increases
These show
what is different
about the graphs
COMPARE
numbers
1 graph 2 or more
Use numbers
to show how big
any difference is
In graph A
the maximum value
of Y is double what
it is in graph B
gradient = change in Y
change in X
The gradient of
graph A is four
times the gradient
of graph B
Worked examples
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
Analyser
X
Y
X
Y
X
Y
210
Between 0
and 1
but between
1 and 2
X
Y
SS1b Analyser Lifeline 2
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Scaffold sheet given to students
AQA
copy Association for Science Education and Centre for Science Education 2011
Teach complex
processes
Teach content and
apply processes
copy Association for Science Education and Centre for Science Education 2011
lsquoReasonerrsquo uses banning sun beds to teach
- identify conflicting evidence and weaknesses
- decide how well evidence supports a claim
- suggest further tests
lsquoCommunicatorrsquo uses games to teach QWC
- analyse a question for meaning
- identify key points
- organise them logically
copy Association for Science Education and Centre for Science Education 2011
Limestone (Edexcel) Students battle with
lsquosinkholesrsquo and silence campaignersrsquo
objections to a mega quarry
Energy transfer (AQA) Students model the
cooling system of a laptop to get to the bottom
of a fire casualty
Heart disease (OCR) Students diagnose and
treat a mysterious AampE hospital case by
analysing conflicting data
copy CSE and ASE 2011 This page may have been changed from the original
Presents
An Application for AQA
35
Title slide
Sample lsquoApplication lessonrsquo
ELICIT STARTER 36
Objectives
Find out how harmful bacteria form
antibiotic-resistant strains
Discover why resistant strains
spread rapidly
Draw conclusions from evidence about
new ways of treating infections
36
copy Association for Science Education and Centre for Science Education 2011
Objectives
37
Scientists are testing new
weapons against superbugs
ELICIT STARTER
cockroach
brains
silver
nanoparticles
honey
Is there enough evidence
to show that they work
Main 2 task
SS3 ndash 6
Are any worth funding
copy CSE and ASE 2011
Research SS3
Scientist Simon Lee UK
Investigation
grow two types of bacteria on agar plates
add cockroach brain juice and leave for
two hours at 37 ordmC
Type of bacteria Percentage of bacteria
killed
MRSA
More than 90
Escherichia coli More than 90
If an antibiotic kills 90 of the
bacteria your bodyrsquos immune system
can kill the rest
Results
Scientist UM Seraj Bangladesh
Investigation
grow different types of bacteria on agar plates
add cockroach juice and leave overnight at 37 ordmC
SS3
SS3
Zon
e of clearan
ce (m
m)
Type of bacteria
Results
copy CSE and ASE 2011 copy CSE and ASE 2011
Scientist Arne Simon Germany
Research SS4
Observations
A 12-year old leukaemia patient
had an MRSA-infected wound
Doctors treated the wound with
antiseptic for 12 days It did not
get better
Then doctors treated the wound with
Australian medical honey made from
Manuka flowers Two days later the
wound had cleared up
Manuka
flowers
Scientist Ahmed Sukari Halim Malaysia
Investigation
anaesthetise 36 rats and make burn
wounds on them
infect the rat wounds with bacteria
cover the wounds with honey
SS4
copy CSE and ASE 2011
SS4
Results
Relative n
um
ber of
bacteria
days after honey dressings applied
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
18
Make space for each set of
results If these are repeats
add space for an average
Main 1 training slide 2
We have 2 results for each
metal so wersquoll need an
average column
Type
of
metal
Current in cable
(amps)
1 2 average
18
copy Association for Science Education and Centre for Science Education 2011
19
copy Association for Science Education and Centre for Science Education 2011
Main 1
Aluminium isnrsquot such a good conductor
but perhaps we can compensate by
using thicker cables
Show how the current
changes when the
cable diameter
increases
Next process draw graph
20
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
Use a line graph to
show what happens
to Y as X increases
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Breakdown of skill plot graph
The independent
variable tested
goes on the
X axis
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
21
copy Association for Science Education and Centre for Science Education 2011
The dependent
variable measured
goes on the
Y axis
Main 1 training slide 5
Make step-by-step thinking visible
for the Y axis
range = 740-40 = 700
700divide8 = 87
so round up to 100
Itrsquos fine to label
alternate lines
600
800
200
400
0
Only start at
zero if some of
your results
are close to
zero
22
copy Association for Science Education and Centre for Science Education 2011
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
Main 1 training slide 6
for the X axis
range = 20-5 = 15
15divide5 = 3
so round up to 5
but its neater to label
every other square
600
800
200
400
0
10 20
Cable diameter (mm)
Write the values
on lines ndash not in gaps
Each
cm must
be worth
the same
number
of units
Cu
rren
t in
cable (am
ps)
23
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 7
600
800
200
400
0 10 20
Cable diameter (mm)
X
X
X
X
Cu
rren
t in
cable (am
ps)
24 24
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 9
25
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
If itrsquos clear why a result is
anomalous leave it out
The 7 is an outlier
It is an anomalous result
so it should be checked
Use a line graph to
show what happens
to Y as X increases
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Y can be measured Y is calculated from A and B
Collect
RESULTS
Analyser
SS1
X
(units)
Y (units)
Name X (the independent variable)
and Y (the dependent variable)
and give their units
X
(units)
A
(units)
B
(units)
Y
(units)
Make space for each set of results
If these are repeats add space for an average
X
(units)
Y (units)
1 2 3 Average
a
b
X
(units)
A
(units)
B
(units)
Y
(units)
Average
Y (units)
a
b
eg 2 7 3
eg Average = (2+7+3) = 4
3
But 7 is anomalous so a more
trustworthy average is (2+3) = 25
2
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
Write the
X values
in spaces
Write the
Y values
on lines
Use a line
of best fit or
curve to show
the trend
Write the
X and Y values
on the lines
not in the gaps
Only start at zero if some of
your results are close to zero
Each cm must be worth
the same number of units
1 Complete a table
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Scaffold sheet given to students
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Edexcel
Edexcel P2F Q6
Decompose
it
What knowledge and skills are
needed to get the 12 marks
6 marks explanation
6 marks QWC
30
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
describe the
PATTERN
give
NUMBERS
suggest
REASONS
spot the
TREND
Give details Check
the common patterns
for ideas
Say what happens to Y as
X increases Use the
names of these variables
Use scientific ideas to
suggest reasons for any
pattern or difference
Say what
is different
about them
Common patterns
positive correlation
negative correlation
Y changes by
the same amount
for each increase
in X
Y changes
more slowly
as X gets larger
Y changes
more quickly
as X gets larger
Y is directly
proportional to X
so if X doubles
Y doubles
Y fluctuates
X
Y
Y increases
as X increases
1 graph Y does not
change
Y decreases
as X increases
2 graphs or
one with 2 parts
In graph A
Y changes
more for each
increase in X
In graph A
Y reaches a
higher
maximum
value
Y is inversely
proportional to X
if X times Y always
gives the same value
Y rises reaches a
peak and then falls
Choose values to illustrate
any pattern or difference
These values
show that
Y increases
These show
what is different
about the graphs
COMPARE
numbers
1 graph 2 or more
Use numbers
to show how big
any difference is
In graph A
the maximum value
of Y is double what
it is in graph B
gradient = change in Y
change in X
The gradient of
graph A is four
times the gradient
of graph B
Worked examples
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
Analyser
X
Y
X
Y
X
Y
210
Between 0
and 1
but between
1 and 2
X
Y
SS1b Analyser Lifeline 2
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Scaffold sheet given to students
AQA
copy Association for Science Education and Centre for Science Education 2011
Teach complex
processes
Teach content and
apply processes
copy Association for Science Education and Centre for Science Education 2011
lsquoReasonerrsquo uses banning sun beds to teach
- identify conflicting evidence and weaknesses
- decide how well evidence supports a claim
- suggest further tests
lsquoCommunicatorrsquo uses games to teach QWC
- analyse a question for meaning
- identify key points
- organise them logically
copy Association for Science Education and Centre for Science Education 2011
Limestone (Edexcel) Students battle with
lsquosinkholesrsquo and silence campaignersrsquo
objections to a mega quarry
Energy transfer (AQA) Students model the
cooling system of a laptop to get to the bottom
of a fire casualty
Heart disease (OCR) Students diagnose and
treat a mysterious AampE hospital case by
analysing conflicting data
copy CSE and ASE 2011 This page may have been changed from the original
Presents
An Application for AQA
35
Title slide
Sample lsquoApplication lessonrsquo
ELICIT STARTER 36
Objectives
Find out how harmful bacteria form
antibiotic-resistant strains
Discover why resistant strains
spread rapidly
Draw conclusions from evidence about
new ways of treating infections
36
copy Association for Science Education and Centre for Science Education 2011
Objectives
37
Scientists are testing new
weapons against superbugs
ELICIT STARTER
cockroach
brains
silver
nanoparticles
honey
Is there enough evidence
to show that they work
Main 2 task
SS3 ndash 6
Are any worth funding
copy CSE and ASE 2011
Research SS3
Scientist Simon Lee UK
Investigation
grow two types of bacteria on agar plates
add cockroach brain juice and leave for
two hours at 37 ordmC
Type of bacteria Percentage of bacteria
killed
MRSA
More than 90
Escherichia coli More than 90
If an antibiotic kills 90 of the
bacteria your bodyrsquos immune system
can kill the rest
Results
Scientist UM Seraj Bangladesh
Investigation
grow different types of bacteria on agar plates
add cockroach juice and leave overnight at 37 ordmC
SS3
SS3
Zon
e of clearan
ce (m
m)
Type of bacteria
Results
copy CSE and ASE 2011 copy CSE and ASE 2011
Scientist Arne Simon Germany
Research SS4
Observations
A 12-year old leukaemia patient
had an MRSA-infected wound
Doctors treated the wound with
antiseptic for 12 days It did not
get better
Then doctors treated the wound with
Australian medical honey made from
Manuka flowers Two days later the
wound had cleared up
Manuka
flowers
Scientist Ahmed Sukari Halim Malaysia
Investigation
anaesthetise 36 rats and make burn
wounds on them
infect the rat wounds with bacteria
cover the wounds with honey
SS4
copy CSE and ASE 2011
SS4
Results
Relative n
um
ber of
bacteria
days after honey dressings applied
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
19
copy Association for Science Education and Centre for Science Education 2011
Main 1
Aluminium isnrsquot such a good conductor
but perhaps we can compensate by
using thicker cables
Show how the current
changes when the
cable diameter
increases
Next process draw graph
20
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
Use a line graph to
show what happens
to Y as X increases
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Breakdown of skill plot graph
The independent
variable tested
goes on the
X axis
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
21
copy Association for Science Education and Centre for Science Education 2011
The dependent
variable measured
goes on the
Y axis
Main 1 training slide 5
Make step-by-step thinking visible
for the Y axis
range = 740-40 = 700
700divide8 = 87
so round up to 100
Itrsquos fine to label
alternate lines
600
800
200
400
0
Only start at
zero if some of
your results
are close to
zero
22
copy Association for Science Education and Centre for Science Education 2011
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
Main 1 training slide 6
for the X axis
range = 20-5 = 15
15divide5 = 3
so round up to 5
but its neater to label
every other square
600
800
200
400
0
10 20
Cable diameter (mm)
Write the values
on lines ndash not in gaps
Each
cm must
be worth
the same
number
of units
Cu
rren
t in
cable (am
ps)
23
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 7
600
800
200
400
0 10 20
Cable diameter (mm)
X
X
X
X
Cu
rren
t in
cable (am
ps)
24 24
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 9
25
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
If itrsquos clear why a result is
anomalous leave it out
The 7 is an outlier
It is an anomalous result
so it should be checked
Use a line graph to
show what happens
to Y as X increases
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Y can be measured Y is calculated from A and B
Collect
RESULTS
Analyser
SS1
X
(units)
Y (units)
Name X (the independent variable)
and Y (the dependent variable)
and give their units
X
(units)
A
(units)
B
(units)
Y
(units)
Make space for each set of results
If these are repeats add space for an average
X
(units)
Y (units)
1 2 3 Average
a
b
X
(units)
A
(units)
B
(units)
Y
(units)
Average
Y (units)
a
b
eg 2 7 3
eg Average = (2+7+3) = 4
3
But 7 is anomalous so a more
trustworthy average is (2+3) = 25
2
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
Write the
X values
in spaces
Write the
Y values
on lines
Use a line
of best fit or
curve to show
the trend
Write the
X and Y values
on the lines
not in the gaps
Only start at zero if some of
your results are close to zero
Each cm must be worth
the same number of units
1 Complete a table
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Scaffold sheet given to students
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Edexcel
Edexcel P2F Q6
Decompose
it
What knowledge and skills are
needed to get the 12 marks
6 marks explanation
6 marks QWC
30
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
describe the
PATTERN
give
NUMBERS
suggest
REASONS
spot the
TREND
Give details Check
the common patterns
for ideas
Say what happens to Y as
X increases Use the
names of these variables
Use scientific ideas to
suggest reasons for any
pattern or difference
Say what
is different
about them
Common patterns
positive correlation
negative correlation
Y changes by
the same amount
for each increase
in X
Y changes
more slowly
as X gets larger
Y changes
more quickly
as X gets larger
Y is directly
proportional to X
so if X doubles
Y doubles
Y fluctuates
X
Y
Y increases
as X increases
1 graph Y does not
change
Y decreases
as X increases
2 graphs or
one with 2 parts
In graph A
Y changes
more for each
increase in X
In graph A
Y reaches a
higher
maximum
value
Y is inversely
proportional to X
if X times Y always
gives the same value
Y rises reaches a
peak and then falls
Choose values to illustrate
any pattern or difference
These values
show that
Y increases
These show
what is different
about the graphs
COMPARE
numbers
1 graph 2 or more
Use numbers
to show how big
any difference is
In graph A
the maximum value
of Y is double what
it is in graph B
gradient = change in Y
change in X
The gradient of
graph A is four
times the gradient
of graph B
Worked examples
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
Analyser
X
Y
X
Y
X
Y
210
Between 0
and 1
but between
1 and 2
X
Y
SS1b Analyser Lifeline 2
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Scaffold sheet given to students
AQA
copy Association for Science Education and Centre for Science Education 2011
Teach complex
processes
Teach content and
apply processes
copy Association for Science Education and Centre for Science Education 2011
lsquoReasonerrsquo uses banning sun beds to teach
- identify conflicting evidence and weaknesses
- decide how well evidence supports a claim
- suggest further tests
lsquoCommunicatorrsquo uses games to teach QWC
- analyse a question for meaning
- identify key points
- organise them logically
copy Association for Science Education and Centre for Science Education 2011
Limestone (Edexcel) Students battle with
lsquosinkholesrsquo and silence campaignersrsquo
objections to a mega quarry
Energy transfer (AQA) Students model the
cooling system of a laptop to get to the bottom
of a fire casualty
Heart disease (OCR) Students diagnose and
treat a mysterious AampE hospital case by
analysing conflicting data
copy CSE and ASE 2011 This page may have been changed from the original
Presents
An Application for AQA
35
Title slide
Sample lsquoApplication lessonrsquo
ELICIT STARTER 36
Objectives
Find out how harmful bacteria form
antibiotic-resistant strains
Discover why resistant strains
spread rapidly
Draw conclusions from evidence about
new ways of treating infections
36
copy Association for Science Education and Centre for Science Education 2011
Objectives
37
Scientists are testing new
weapons against superbugs
ELICIT STARTER
cockroach
brains
silver
nanoparticles
honey
Is there enough evidence
to show that they work
Main 2 task
SS3 ndash 6
Are any worth funding
copy CSE and ASE 2011
Research SS3
Scientist Simon Lee UK
Investigation
grow two types of bacteria on agar plates
add cockroach brain juice and leave for
two hours at 37 ordmC
Type of bacteria Percentage of bacteria
killed
MRSA
More than 90
Escherichia coli More than 90
If an antibiotic kills 90 of the
bacteria your bodyrsquos immune system
can kill the rest
Results
Scientist UM Seraj Bangladesh
Investigation
grow different types of bacteria on agar plates
add cockroach juice and leave overnight at 37 ordmC
SS3
SS3
Zon
e of clearan
ce (m
m)
Type of bacteria
Results
copy CSE and ASE 2011 copy CSE and ASE 2011
Scientist Arne Simon Germany
Research SS4
Observations
A 12-year old leukaemia patient
had an MRSA-infected wound
Doctors treated the wound with
antiseptic for 12 days It did not
get better
Then doctors treated the wound with
Australian medical honey made from
Manuka flowers Two days later the
wound had cleared up
Manuka
flowers
Scientist Ahmed Sukari Halim Malaysia
Investigation
anaesthetise 36 rats and make burn
wounds on them
infect the rat wounds with bacteria
cover the wounds with honey
SS4
copy CSE and ASE 2011
SS4
Results
Relative n
um
ber of
bacteria
days after honey dressings applied
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
20
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
Use a line graph to
show what happens
to Y as X increases
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Breakdown of skill plot graph
The independent
variable tested
goes on the
X axis
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
21
copy Association for Science Education and Centre for Science Education 2011
The dependent
variable measured
goes on the
Y axis
Main 1 training slide 5
Make step-by-step thinking visible
for the Y axis
range = 740-40 = 700
700divide8 = 87
so round up to 100
Itrsquos fine to label
alternate lines
600
800
200
400
0
Only start at
zero if some of
your results
are close to
zero
22
copy Association for Science Education and Centre for Science Education 2011
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
Main 1 training slide 6
for the X axis
range = 20-5 = 15
15divide5 = 3
so round up to 5
but its neater to label
every other square
600
800
200
400
0
10 20
Cable diameter (mm)
Write the values
on lines ndash not in gaps
Each
cm must
be worth
the same
number
of units
Cu
rren
t in
cable (am
ps)
23
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 7
600
800
200
400
0 10 20
Cable diameter (mm)
X
X
X
X
Cu
rren
t in
cable (am
ps)
24 24
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 9
25
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
If itrsquos clear why a result is
anomalous leave it out
The 7 is an outlier
It is an anomalous result
so it should be checked
Use a line graph to
show what happens
to Y as X increases
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Y can be measured Y is calculated from A and B
Collect
RESULTS
Analyser
SS1
X
(units)
Y (units)
Name X (the independent variable)
and Y (the dependent variable)
and give their units
X
(units)
A
(units)
B
(units)
Y
(units)
Make space for each set of results
If these are repeats add space for an average
X
(units)
Y (units)
1 2 3 Average
a
b
X
(units)
A
(units)
B
(units)
Y
(units)
Average
Y (units)
a
b
eg 2 7 3
eg Average = (2+7+3) = 4
3
But 7 is anomalous so a more
trustworthy average is (2+3) = 25
2
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
Write the
X values
in spaces
Write the
Y values
on lines
Use a line
of best fit or
curve to show
the trend
Write the
X and Y values
on the lines
not in the gaps
Only start at zero if some of
your results are close to zero
Each cm must be worth
the same number of units
1 Complete a table
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Scaffold sheet given to students
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Edexcel
Edexcel P2F Q6
Decompose
it
What knowledge and skills are
needed to get the 12 marks
6 marks explanation
6 marks QWC
30
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
describe the
PATTERN
give
NUMBERS
suggest
REASONS
spot the
TREND
Give details Check
the common patterns
for ideas
Say what happens to Y as
X increases Use the
names of these variables
Use scientific ideas to
suggest reasons for any
pattern or difference
Say what
is different
about them
Common patterns
positive correlation
negative correlation
Y changes by
the same amount
for each increase
in X
Y changes
more slowly
as X gets larger
Y changes
more quickly
as X gets larger
Y is directly
proportional to X
so if X doubles
Y doubles
Y fluctuates
X
Y
Y increases
as X increases
1 graph Y does not
change
Y decreases
as X increases
2 graphs or
one with 2 parts
In graph A
Y changes
more for each
increase in X
In graph A
Y reaches a
higher
maximum
value
Y is inversely
proportional to X
if X times Y always
gives the same value
Y rises reaches a
peak and then falls
Choose values to illustrate
any pattern or difference
These values
show that
Y increases
These show
what is different
about the graphs
COMPARE
numbers
1 graph 2 or more
Use numbers
to show how big
any difference is
In graph A
the maximum value
of Y is double what
it is in graph B
gradient = change in Y
change in X
The gradient of
graph A is four
times the gradient
of graph B
Worked examples
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
Analyser
X
Y
X
Y
X
Y
210
Between 0
and 1
but between
1 and 2
X
Y
SS1b Analyser Lifeline 2
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Scaffold sheet given to students
AQA
copy Association for Science Education and Centre for Science Education 2011
Teach complex
processes
Teach content and
apply processes
copy Association for Science Education and Centre for Science Education 2011
lsquoReasonerrsquo uses banning sun beds to teach
- identify conflicting evidence and weaknesses
- decide how well evidence supports a claim
- suggest further tests
lsquoCommunicatorrsquo uses games to teach QWC
- analyse a question for meaning
- identify key points
- organise them logically
copy Association for Science Education and Centre for Science Education 2011
Limestone (Edexcel) Students battle with
lsquosinkholesrsquo and silence campaignersrsquo
objections to a mega quarry
Energy transfer (AQA) Students model the
cooling system of a laptop to get to the bottom
of a fire casualty
Heart disease (OCR) Students diagnose and
treat a mysterious AampE hospital case by
analysing conflicting data
copy CSE and ASE 2011 This page may have been changed from the original
Presents
An Application for AQA
35
Title slide
Sample lsquoApplication lessonrsquo
ELICIT STARTER 36
Objectives
Find out how harmful bacteria form
antibiotic-resistant strains
Discover why resistant strains
spread rapidly
Draw conclusions from evidence about
new ways of treating infections
36
copy Association for Science Education and Centre for Science Education 2011
Objectives
37
Scientists are testing new
weapons against superbugs
ELICIT STARTER
cockroach
brains
silver
nanoparticles
honey
Is there enough evidence
to show that they work
Main 2 task
SS3 ndash 6
Are any worth funding
copy CSE and ASE 2011
Research SS3
Scientist Simon Lee UK
Investigation
grow two types of bacteria on agar plates
add cockroach brain juice and leave for
two hours at 37 ordmC
Type of bacteria Percentage of bacteria
killed
MRSA
More than 90
Escherichia coli More than 90
If an antibiotic kills 90 of the
bacteria your bodyrsquos immune system
can kill the rest
Results
Scientist UM Seraj Bangladesh
Investigation
grow different types of bacteria on agar plates
add cockroach juice and leave overnight at 37 ordmC
SS3
SS3
Zon
e of clearan
ce (m
m)
Type of bacteria
Results
copy CSE and ASE 2011 copy CSE and ASE 2011
Scientist Arne Simon Germany
Research SS4
Observations
A 12-year old leukaemia patient
had an MRSA-infected wound
Doctors treated the wound with
antiseptic for 12 days It did not
get better
Then doctors treated the wound with
Australian medical honey made from
Manuka flowers Two days later the
wound had cleared up
Manuka
flowers
Scientist Ahmed Sukari Halim Malaysia
Investigation
anaesthetise 36 rats and make burn
wounds on them
infect the rat wounds with bacteria
cover the wounds with honey
SS4
copy CSE and ASE 2011
SS4
Results
Relative n
um
ber of
bacteria
days after honey dressings applied
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
The independent
variable tested
goes on the
X axis
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
21
copy Association for Science Education and Centre for Science Education 2011
The dependent
variable measured
goes on the
Y axis
Main 1 training slide 5
Make step-by-step thinking visible
for the Y axis
range = 740-40 = 700
700divide8 = 87
so round up to 100
Itrsquos fine to label
alternate lines
600
800
200
400
0
Only start at
zero if some of
your results
are close to
zero
22
copy Association for Science Education and Centre for Science Education 2011
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
Main 1 training slide 6
for the X axis
range = 20-5 = 15
15divide5 = 3
so round up to 5
but its neater to label
every other square
600
800
200
400
0
10 20
Cable diameter (mm)
Write the values
on lines ndash not in gaps
Each
cm must
be worth
the same
number
of units
Cu
rren
t in
cable (am
ps)
23
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 7
600
800
200
400
0 10 20
Cable diameter (mm)
X
X
X
X
Cu
rren
t in
cable (am
ps)
24 24
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 9
25
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
If itrsquos clear why a result is
anomalous leave it out
The 7 is an outlier
It is an anomalous result
so it should be checked
Use a line graph to
show what happens
to Y as X increases
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Y can be measured Y is calculated from A and B
Collect
RESULTS
Analyser
SS1
X
(units)
Y (units)
Name X (the independent variable)
and Y (the dependent variable)
and give their units
X
(units)
A
(units)
B
(units)
Y
(units)
Make space for each set of results
If these are repeats add space for an average
X
(units)
Y (units)
1 2 3 Average
a
b
X
(units)
A
(units)
B
(units)
Y
(units)
Average
Y (units)
a
b
eg 2 7 3
eg Average = (2+7+3) = 4
3
But 7 is anomalous so a more
trustworthy average is (2+3) = 25
2
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
Write the
X values
in spaces
Write the
Y values
on lines
Use a line
of best fit or
curve to show
the trend
Write the
X and Y values
on the lines
not in the gaps
Only start at zero if some of
your results are close to zero
Each cm must be worth
the same number of units
1 Complete a table
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Scaffold sheet given to students
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Edexcel
Edexcel P2F Q6
Decompose
it
What knowledge and skills are
needed to get the 12 marks
6 marks explanation
6 marks QWC
30
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
describe the
PATTERN
give
NUMBERS
suggest
REASONS
spot the
TREND
Give details Check
the common patterns
for ideas
Say what happens to Y as
X increases Use the
names of these variables
Use scientific ideas to
suggest reasons for any
pattern or difference
Say what
is different
about them
Common patterns
positive correlation
negative correlation
Y changes by
the same amount
for each increase
in X
Y changes
more slowly
as X gets larger
Y changes
more quickly
as X gets larger
Y is directly
proportional to X
so if X doubles
Y doubles
Y fluctuates
X
Y
Y increases
as X increases
1 graph Y does not
change
Y decreases
as X increases
2 graphs or
one with 2 parts
In graph A
Y changes
more for each
increase in X
In graph A
Y reaches a
higher
maximum
value
Y is inversely
proportional to X
if X times Y always
gives the same value
Y rises reaches a
peak and then falls
Choose values to illustrate
any pattern or difference
These values
show that
Y increases
These show
what is different
about the graphs
COMPARE
numbers
1 graph 2 or more
Use numbers
to show how big
any difference is
In graph A
the maximum value
of Y is double what
it is in graph B
gradient = change in Y
change in X
The gradient of
graph A is four
times the gradient
of graph B
Worked examples
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
Analyser
X
Y
X
Y
X
Y
210
Between 0
and 1
but between
1 and 2
X
Y
SS1b Analyser Lifeline 2
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Scaffold sheet given to students
AQA
copy Association for Science Education and Centre for Science Education 2011
Teach complex
processes
Teach content and
apply processes
copy Association for Science Education and Centre for Science Education 2011
lsquoReasonerrsquo uses banning sun beds to teach
- identify conflicting evidence and weaknesses
- decide how well evidence supports a claim
- suggest further tests
lsquoCommunicatorrsquo uses games to teach QWC
- analyse a question for meaning
- identify key points
- organise them logically
copy Association for Science Education and Centre for Science Education 2011
Limestone (Edexcel) Students battle with
lsquosinkholesrsquo and silence campaignersrsquo
objections to a mega quarry
Energy transfer (AQA) Students model the
cooling system of a laptop to get to the bottom
of a fire casualty
Heart disease (OCR) Students diagnose and
treat a mysterious AampE hospital case by
analysing conflicting data
copy CSE and ASE 2011 This page may have been changed from the original
Presents
An Application for AQA
35
Title slide
Sample lsquoApplication lessonrsquo
ELICIT STARTER 36
Objectives
Find out how harmful bacteria form
antibiotic-resistant strains
Discover why resistant strains
spread rapidly
Draw conclusions from evidence about
new ways of treating infections
36
copy Association for Science Education and Centre for Science Education 2011
Objectives
37
Scientists are testing new
weapons against superbugs
ELICIT STARTER
cockroach
brains
silver
nanoparticles
honey
Is there enough evidence
to show that they work
Main 2 task
SS3 ndash 6
Are any worth funding
copy CSE and ASE 2011
Research SS3
Scientist Simon Lee UK
Investigation
grow two types of bacteria on agar plates
add cockroach brain juice and leave for
two hours at 37 ordmC
Type of bacteria Percentage of bacteria
killed
MRSA
More than 90
Escherichia coli More than 90
If an antibiotic kills 90 of the
bacteria your bodyrsquos immune system
can kill the rest
Results
Scientist UM Seraj Bangladesh
Investigation
grow different types of bacteria on agar plates
add cockroach juice and leave overnight at 37 ordmC
SS3
SS3
Zon
e of clearan
ce (m
m)
Type of bacteria
Results
copy CSE and ASE 2011 copy CSE and ASE 2011
Scientist Arne Simon Germany
Research SS4
Observations
A 12-year old leukaemia patient
had an MRSA-infected wound
Doctors treated the wound with
antiseptic for 12 days It did not
get better
Then doctors treated the wound with
Australian medical honey made from
Manuka flowers Two days later the
wound had cleared up
Manuka
flowers
Scientist Ahmed Sukari Halim Malaysia
Investigation
anaesthetise 36 rats and make burn
wounds on them
infect the rat wounds with bacteria
cover the wounds with honey
SS4
copy CSE and ASE 2011
SS4
Results
Relative n
um
ber of
bacteria
days after honey dressings applied
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
for the Y axis
range = 740-40 = 700
700divide8 = 87
so round up to 100
Itrsquos fine to label
alternate lines
600
800
200
400
0
Only start at
zero if some of
your results
are close to
zero
22
copy Association for Science Education and Centre for Science Education 2011
Cable diameter (mm)
Cu
rren
t in
cable (am
ps)
Main 1 training slide 6
for the X axis
range = 20-5 = 15
15divide5 = 3
so round up to 5
but its neater to label
every other square
600
800
200
400
0
10 20
Cable diameter (mm)
Write the values
on lines ndash not in gaps
Each
cm must
be worth
the same
number
of units
Cu
rren
t in
cable (am
ps)
23
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 7
600
800
200
400
0 10 20
Cable diameter (mm)
X
X
X
X
Cu
rren
t in
cable (am
ps)
24 24
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 9
25
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
If itrsquos clear why a result is
anomalous leave it out
The 7 is an outlier
It is an anomalous result
so it should be checked
Use a line graph to
show what happens
to Y as X increases
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Y can be measured Y is calculated from A and B
Collect
RESULTS
Analyser
SS1
X
(units)
Y (units)
Name X (the independent variable)
and Y (the dependent variable)
and give their units
X
(units)
A
(units)
B
(units)
Y
(units)
Make space for each set of results
If these are repeats add space for an average
X
(units)
Y (units)
1 2 3 Average
a
b
X
(units)
A
(units)
B
(units)
Y
(units)
Average
Y (units)
a
b
eg 2 7 3
eg Average = (2+7+3) = 4
3
But 7 is anomalous so a more
trustworthy average is (2+3) = 25
2
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
Write the
X values
in spaces
Write the
Y values
on lines
Use a line
of best fit or
curve to show
the trend
Write the
X and Y values
on the lines
not in the gaps
Only start at zero if some of
your results are close to zero
Each cm must be worth
the same number of units
1 Complete a table
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Scaffold sheet given to students
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Edexcel
Edexcel P2F Q6
Decompose
it
What knowledge and skills are
needed to get the 12 marks
6 marks explanation
6 marks QWC
30
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
describe the
PATTERN
give
NUMBERS
suggest
REASONS
spot the
TREND
Give details Check
the common patterns
for ideas
Say what happens to Y as
X increases Use the
names of these variables
Use scientific ideas to
suggest reasons for any
pattern or difference
Say what
is different
about them
Common patterns
positive correlation
negative correlation
Y changes by
the same amount
for each increase
in X
Y changes
more slowly
as X gets larger
Y changes
more quickly
as X gets larger
Y is directly
proportional to X
so if X doubles
Y doubles
Y fluctuates
X
Y
Y increases
as X increases
1 graph Y does not
change
Y decreases
as X increases
2 graphs or
one with 2 parts
In graph A
Y changes
more for each
increase in X
In graph A
Y reaches a
higher
maximum
value
Y is inversely
proportional to X
if X times Y always
gives the same value
Y rises reaches a
peak and then falls
Choose values to illustrate
any pattern or difference
These values
show that
Y increases
These show
what is different
about the graphs
COMPARE
numbers
1 graph 2 or more
Use numbers
to show how big
any difference is
In graph A
the maximum value
of Y is double what
it is in graph B
gradient = change in Y
change in X
The gradient of
graph A is four
times the gradient
of graph B
Worked examples
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
Analyser
X
Y
X
Y
X
Y
210
Between 0
and 1
but between
1 and 2
X
Y
SS1b Analyser Lifeline 2
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Scaffold sheet given to students
AQA
copy Association for Science Education and Centre for Science Education 2011
Teach complex
processes
Teach content and
apply processes
copy Association for Science Education and Centre for Science Education 2011
lsquoReasonerrsquo uses banning sun beds to teach
- identify conflicting evidence and weaknesses
- decide how well evidence supports a claim
- suggest further tests
lsquoCommunicatorrsquo uses games to teach QWC
- analyse a question for meaning
- identify key points
- organise them logically
copy Association for Science Education and Centre for Science Education 2011
Limestone (Edexcel) Students battle with
lsquosinkholesrsquo and silence campaignersrsquo
objections to a mega quarry
Energy transfer (AQA) Students model the
cooling system of a laptop to get to the bottom
of a fire casualty
Heart disease (OCR) Students diagnose and
treat a mysterious AampE hospital case by
analysing conflicting data
copy CSE and ASE 2011 This page may have been changed from the original
Presents
An Application for AQA
35
Title slide
Sample lsquoApplication lessonrsquo
ELICIT STARTER 36
Objectives
Find out how harmful bacteria form
antibiotic-resistant strains
Discover why resistant strains
spread rapidly
Draw conclusions from evidence about
new ways of treating infections
36
copy Association for Science Education and Centre for Science Education 2011
Objectives
37
Scientists are testing new
weapons against superbugs
ELICIT STARTER
cockroach
brains
silver
nanoparticles
honey
Is there enough evidence
to show that they work
Main 2 task
SS3 ndash 6
Are any worth funding
copy CSE and ASE 2011
Research SS3
Scientist Simon Lee UK
Investigation
grow two types of bacteria on agar plates
add cockroach brain juice and leave for
two hours at 37 ordmC
Type of bacteria Percentage of bacteria
killed
MRSA
More than 90
Escherichia coli More than 90
If an antibiotic kills 90 of the
bacteria your bodyrsquos immune system
can kill the rest
Results
Scientist UM Seraj Bangladesh
Investigation
grow different types of bacteria on agar plates
add cockroach juice and leave overnight at 37 ordmC
SS3
SS3
Zon
e of clearan
ce (m
m)
Type of bacteria
Results
copy CSE and ASE 2011 copy CSE and ASE 2011
Scientist Arne Simon Germany
Research SS4
Observations
A 12-year old leukaemia patient
had an MRSA-infected wound
Doctors treated the wound with
antiseptic for 12 days It did not
get better
Then doctors treated the wound with
Australian medical honey made from
Manuka flowers Two days later the
wound had cleared up
Manuka
flowers
Scientist Ahmed Sukari Halim Malaysia
Investigation
anaesthetise 36 rats and make burn
wounds on them
infect the rat wounds with bacteria
cover the wounds with honey
SS4
copy CSE and ASE 2011
SS4
Results
Relative n
um
ber of
bacteria
days after honey dressings applied
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
for the X axis
range = 20-5 = 15
15divide5 = 3
so round up to 5
but its neater to label
every other square
600
800
200
400
0
10 20
Cable diameter (mm)
Write the values
on lines ndash not in gaps
Each
cm must
be worth
the same
number
of units
Cu
rren
t in
cable (am
ps)
23
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 7
600
800
200
400
0 10 20
Cable diameter (mm)
X
X
X
X
Cu
rren
t in
cable (am
ps)
24 24
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 9
25
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
If itrsquos clear why a result is
anomalous leave it out
The 7 is an outlier
It is an anomalous result
so it should be checked
Use a line graph to
show what happens
to Y as X increases
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Y can be measured Y is calculated from A and B
Collect
RESULTS
Analyser
SS1
X
(units)
Y (units)
Name X (the independent variable)
and Y (the dependent variable)
and give their units
X
(units)
A
(units)
B
(units)
Y
(units)
Make space for each set of results
If these are repeats add space for an average
X
(units)
Y (units)
1 2 3 Average
a
b
X
(units)
A
(units)
B
(units)
Y
(units)
Average
Y (units)
a
b
eg 2 7 3
eg Average = (2+7+3) = 4
3
But 7 is anomalous so a more
trustworthy average is (2+3) = 25
2
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
Write the
X values
in spaces
Write the
Y values
on lines
Use a line
of best fit or
curve to show
the trend
Write the
X and Y values
on the lines
not in the gaps
Only start at zero if some of
your results are close to zero
Each cm must be worth
the same number of units
1 Complete a table
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Scaffold sheet given to students
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Edexcel
Edexcel P2F Q6
Decompose
it
What knowledge and skills are
needed to get the 12 marks
6 marks explanation
6 marks QWC
30
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
describe the
PATTERN
give
NUMBERS
suggest
REASONS
spot the
TREND
Give details Check
the common patterns
for ideas
Say what happens to Y as
X increases Use the
names of these variables
Use scientific ideas to
suggest reasons for any
pattern or difference
Say what
is different
about them
Common patterns
positive correlation
negative correlation
Y changes by
the same amount
for each increase
in X
Y changes
more slowly
as X gets larger
Y changes
more quickly
as X gets larger
Y is directly
proportional to X
so if X doubles
Y doubles
Y fluctuates
X
Y
Y increases
as X increases
1 graph Y does not
change
Y decreases
as X increases
2 graphs or
one with 2 parts
In graph A
Y changes
more for each
increase in X
In graph A
Y reaches a
higher
maximum
value
Y is inversely
proportional to X
if X times Y always
gives the same value
Y rises reaches a
peak and then falls
Choose values to illustrate
any pattern or difference
These values
show that
Y increases
These show
what is different
about the graphs
COMPARE
numbers
1 graph 2 or more
Use numbers
to show how big
any difference is
In graph A
the maximum value
of Y is double what
it is in graph B
gradient = change in Y
change in X
The gradient of
graph A is four
times the gradient
of graph B
Worked examples
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
Analyser
X
Y
X
Y
X
Y
210
Between 0
and 1
but between
1 and 2
X
Y
SS1b Analyser Lifeline 2
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Scaffold sheet given to students
AQA
copy Association for Science Education and Centre for Science Education 2011
Teach complex
processes
Teach content and
apply processes
copy Association for Science Education and Centre for Science Education 2011
lsquoReasonerrsquo uses banning sun beds to teach
- identify conflicting evidence and weaknesses
- decide how well evidence supports a claim
- suggest further tests
lsquoCommunicatorrsquo uses games to teach QWC
- analyse a question for meaning
- identify key points
- organise them logically
copy Association for Science Education and Centre for Science Education 2011
Limestone (Edexcel) Students battle with
lsquosinkholesrsquo and silence campaignersrsquo
objections to a mega quarry
Energy transfer (AQA) Students model the
cooling system of a laptop to get to the bottom
of a fire casualty
Heart disease (OCR) Students diagnose and
treat a mysterious AampE hospital case by
analysing conflicting data
copy CSE and ASE 2011 This page may have been changed from the original
Presents
An Application for AQA
35
Title slide
Sample lsquoApplication lessonrsquo
ELICIT STARTER 36
Objectives
Find out how harmful bacteria form
antibiotic-resistant strains
Discover why resistant strains
spread rapidly
Draw conclusions from evidence about
new ways of treating infections
36
copy Association for Science Education and Centre for Science Education 2011
Objectives
37
Scientists are testing new
weapons against superbugs
ELICIT STARTER
cockroach
brains
silver
nanoparticles
honey
Is there enough evidence
to show that they work
Main 2 task
SS3 ndash 6
Are any worth funding
copy CSE and ASE 2011
Research SS3
Scientist Simon Lee UK
Investigation
grow two types of bacteria on agar plates
add cockroach brain juice and leave for
two hours at 37 ordmC
Type of bacteria Percentage of bacteria
killed
MRSA
More than 90
Escherichia coli More than 90
If an antibiotic kills 90 of the
bacteria your bodyrsquos immune system
can kill the rest
Results
Scientist UM Seraj Bangladesh
Investigation
grow different types of bacteria on agar plates
add cockroach juice and leave overnight at 37 ordmC
SS3
SS3
Zon
e of clearan
ce (m
m)
Type of bacteria
Results
copy CSE and ASE 2011 copy CSE and ASE 2011
Scientist Arne Simon Germany
Research SS4
Observations
A 12-year old leukaemia patient
had an MRSA-infected wound
Doctors treated the wound with
antiseptic for 12 days It did not
get better
Then doctors treated the wound with
Australian medical honey made from
Manuka flowers Two days later the
wound had cleared up
Manuka
flowers
Scientist Ahmed Sukari Halim Malaysia
Investigation
anaesthetise 36 rats and make burn
wounds on them
infect the rat wounds with bacteria
cover the wounds with honey
SS4
copy CSE and ASE 2011
SS4
Results
Relative n
um
ber of
bacteria
days after honey dressings applied
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
600
800
200
400
0 10 20
Cable diameter (mm)
X
X
X
X
Cu
rren
t in
cable (am
ps)
24 24
copy Association for Science Education and Centre for Science Education 2011
Main 1 training slide 9
25
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
If itrsquos clear why a result is
anomalous leave it out
The 7 is an outlier
It is an anomalous result
so it should be checked
Use a line graph to
show what happens
to Y as X increases
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Y can be measured Y is calculated from A and B
Collect
RESULTS
Analyser
SS1
X
(units)
Y (units)
Name X (the independent variable)
and Y (the dependent variable)
and give their units
X
(units)
A
(units)
B
(units)
Y
(units)
Make space for each set of results
If these are repeats add space for an average
X
(units)
Y (units)
1 2 3 Average
a
b
X
(units)
A
(units)
B
(units)
Y
(units)
Average
Y (units)
a
b
eg 2 7 3
eg Average = (2+7+3) = 4
3
But 7 is anomalous so a more
trustworthy average is (2+3) = 25
2
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
Write the
X values
in spaces
Write the
Y values
on lines
Use a line
of best fit or
curve to show
the trend
Write the
X and Y values
on the lines
not in the gaps
Only start at zero if some of
your results are close to zero
Each cm must be worth
the same number of units
1 Complete a table
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Scaffold sheet given to students
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Edexcel
Edexcel P2F Q6
Decompose
it
What knowledge and skills are
needed to get the 12 marks
6 marks explanation
6 marks QWC
30
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
describe the
PATTERN
give
NUMBERS
suggest
REASONS
spot the
TREND
Give details Check
the common patterns
for ideas
Say what happens to Y as
X increases Use the
names of these variables
Use scientific ideas to
suggest reasons for any
pattern or difference
Say what
is different
about them
Common patterns
positive correlation
negative correlation
Y changes by
the same amount
for each increase
in X
Y changes
more slowly
as X gets larger
Y changes
more quickly
as X gets larger
Y is directly
proportional to X
so if X doubles
Y doubles
Y fluctuates
X
Y
Y increases
as X increases
1 graph Y does not
change
Y decreases
as X increases
2 graphs or
one with 2 parts
In graph A
Y changes
more for each
increase in X
In graph A
Y reaches a
higher
maximum
value
Y is inversely
proportional to X
if X times Y always
gives the same value
Y rises reaches a
peak and then falls
Choose values to illustrate
any pattern or difference
These values
show that
Y increases
These show
what is different
about the graphs
COMPARE
numbers
1 graph 2 or more
Use numbers
to show how big
any difference is
In graph A
the maximum value
of Y is double what
it is in graph B
gradient = change in Y
change in X
The gradient of
graph A is four
times the gradient
of graph B
Worked examples
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
Analyser
X
Y
X
Y
X
Y
210
Between 0
and 1
but between
1 and 2
X
Y
SS1b Analyser Lifeline 2
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Scaffold sheet given to students
AQA
copy Association for Science Education and Centre for Science Education 2011
Teach complex
processes
Teach content and
apply processes
copy Association for Science Education and Centre for Science Education 2011
lsquoReasonerrsquo uses banning sun beds to teach
- identify conflicting evidence and weaknesses
- decide how well evidence supports a claim
- suggest further tests
lsquoCommunicatorrsquo uses games to teach QWC
- analyse a question for meaning
- identify key points
- organise them logically
copy Association for Science Education and Centre for Science Education 2011
Limestone (Edexcel) Students battle with
lsquosinkholesrsquo and silence campaignersrsquo
objections to a mega quarry
Energy transfer (AQA) Students model the
cooling system of a laptop to get to the bottom
of a fire casualty
Heart disease (OCR) Students diagnose and
treat a mysterious AampE hospital case by
analysing conflicting data
copy CSE and ASE 2011 This page may have been changed from the original
Presents
An Application for AQA
35
Title slide
Sample lsquoApplication lessonrsquo
ELICIT STARTER 36
Objectives
Find out how harmful bacteria form
antibiotic-resistant strains
Discover why resistant strains
spread rapidly
Draw conclusions from evidence about
new ways of treating infections
36
copy Association for Science Education and Centre for Science Education 2011
Objectives
37
Scientists are testing new
weapons against superbugs
ELICIT STARTER
cockroach
brains
silver
nanoparticles
honey
Is there enough evidence
to show that they work
Main 2 task
SS3 ndash 6
Are any worth funding
copy CSE and ASE 2011
Research SS3
Scientist Simon Lee UK
Investigation
grow two types of bacteria on agar plates
add cockroach brain juice and leave for
two hours at 37 ordmC
Type of bacteria Percentage of bacteria
killed
MRSA
More than 90
Escherichia coli More than 90
If an antibiotic kills 90 of the
bacteria your bodyrsquos immune system
can kill the rest
Results
Scientist UM Seraj Bangladesh
Investigation
grow different types of bacteria on agar plates
add cockroach juice and leave overnight at 37 ordmC
SS3
SS3
Zon
e of clearan
ce (m
m)
Type of bacteria
Results
copy CSE and ASE 2011 copy CSE and ASE 2011
Scientist Arne Simon Germany
Research SS4
Observations
A 12-year old leukaemia patient
had an MRSA-infected wound
Doctors treated the wound with
antiseptic for 12 days It did not
get better
Then doctors treated the wound with
Australian medical honey made from
Manuka flowers Two days later the
wound had cleared up
Manuka
flowers
Scientist Ahmed Sukari Halim Malaysia
Investigation
anaesthetise 36 rats and make burn
wounds on them
infect the rat wounds with bacteria
cover the wounds with honey
SS4
copy CSE and ASE 2011
SS4
Results
Relative n
um
ber of
bacteria
days after honey dressings applied
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
25
Choosing scales
1 Take the smallest Y-
value from
the largest to find the range
eg 50 ndash 0 = 50
2 Divide this range by
the number
of squares on the Y axis
eg 50 divide12 = 45
3 Round the result up
to choose what each square will
represent
eg make each square worth 5
4 Repeat 1-3 for the X-
axis
If itrsquos clear why a result is
anomalous leave it out
The 7 is an outlier
It is an anomalous result
so it should be checked
Use a line graph to
show what happens
to Y as X increases
Calculate
AVERAGES
Add
SPACES
Choose
HEADINGS
Check the results
as you collect them
Y can be measured Y is calculated from A and B
Collect
RESULTS
Analyser
SS1
X
(units)
Y (units)
Name X (the independent variable)
and Y (the dependent variable)
and give their units
X
(units)
A
(units)
B
(units)
Y
(units)
Make space for each set of results
If these are repeats add space for an average
X
(units)
Y (units)
1 2 3 Average
a
b
X
(units)
A
(units)
B
(units)
Y
(units)
Average
Y (units)
a
b
eg 2 7 3
eg Average = (2+7+3) = 4
3
But 7 is anomalous so a more
trustworthy average is (2+3) = 25
2
NO
its values are words
or discrete numbers
like shoe sizes
Is X a continuous variable
Write the
X values
in spaces
Write the
Y values
on lines
Use a line
of best fit or
curve to show
the trend
Write the
X and Y values
on the lines
not in the gaps
Only start at zero if some of
your results are close to zero
Each cm must be worth
the same number of units
1 Complete a table
2 Plot a chart or graph
Use a bar chart
to compare the
values of Y
The scale
must go up
in equal
steps
YES
its values can be
any number like length
or temperature
Scaffold sheet given to students
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Edexcel
Edexcel P2F Q6
Decompose
it
What knowledge and skills are
needed to get the 12 marks
6 marks explanation
6 marks QWC
30
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
describe the
PATTERN
give
NUMBERS
suggest
REASONS
spot the
TREND
Give details Check
the common patterns
for ideas
Say what happens to Y as
X increases Use the
names of these variables
Use scientific ideas to
suggest reasons for any
pattern or difference
Say what
is different
about them
Common patterns
positive correlation
negative correlation
Y changes by
the same amount
for each increase
in X
Y changes
more slowly
as X gets larger
Y changes
more quickly
as X gets larger
Y is directly
proportional to X
so if X doubles
Y doubles
Y fluctuates
X
Y
Y increases
as X increases
1 graph Y does not
change
Y decreases
as X increases
2 graphs or
one with 2 parts
In graph A
Y changes
more for each
increase in X
In graph A
Y reaches a
higher
maximum
value
Y is inversely
proportional to X
if X times Y always
gives the same value
Y rises reaches a
peak and then falls
Choose values to illustrate
any pattern or difference
These values
show that
Y increases
These show
what is different
about the graphs
COMPARE
numbers
1 graph 2 or more
Use numbers
to show how big
any difference is
In graph A
the maximum value
of Y is double what
it is in graph B
gradient = change in Y
change in X
The gradient of
graph A is four
times the gradient
of graph B
Worked examples
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
Analyser
X
Y
X
Y
X
Y
210
Between 0
and 1
but between
1 and 2
X
Y
SS1b Analyser Lifeline 2
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Scaffold sheet given to students
AQA
copy Association for Science Education and Centre for Science Education 2011
Teach complex
processes
Teach content and
apply processes
copy Association for Science Education and Centre for Science Education 2011
lsquoReasonerrsquo uses banning sun beds to teach
- identify conflicting evidence and weaknesses
- decide how well evidence supports a claim
- suggest further tests
lsquoCommunicatorrsquo uses games to teach QWC
- analyse a question for meaning
- identify key points
- organise them logically
copy Association for Science Education and Centre for Science Education 2011
Limestone (Edexcel) Students battle with
lsquosinkholesrsquo and silence campaignersrsquo
objections to a mega quarry
Energy transfer (AQA) Students model the
cooling system of a laptop to get to the bottom
of a fire casualty
Heart disease (OCR) Students diagnose and
treat a mysterious AampE hospital case by
analysing conflicting data
copy CSE and ASE 2011 This page may have been changed from the original
Presents
An Application for AQA
35
Title slide
Sample lsquoApplication lessonrsquo
ELICIT STARTER 36
Objectives
Find out how harmful bacteria form
antibiotic-resistant strains
Discover why resistant strains
spread rapidly
Draw conclusions from evidence about
new ways of treating infections
36
copy Association for Science Education and Centre for Science Education 2011
Objectives
37
Scientists are testing new
weapons against superbugs
ELICIT STARTER
cockroach
brains
silver
nanoparticles
honey
Is there enough evidence
to show that they work
Main 2 task
SS3 ndash 6
Are any worth funding
copy CSE and ASE 2011
Research SS3
Scientist Simon Lee UK
Investigation
grow two types of bacteria on agar plates
add cockroach brain juice and leave for
two hours at 37 ordmC
Type of bacteria Percentage of bacteria
killed
MRSA
More than 90
Escherichia coli More than 90
If an antibiotic kills 90 of the
bacteria your bodyrsquos immune system
can kill the rest
Results
Scientist UM Seraj Bangladesh
Investigation
grow different types of bacteria on agar plates
add cockroach juice and leave overnight at 37 ordmC
SS3
SS3
Zon
e of clearan
ce (m
m)
Type of bacteria
Results
copy CSE and ASE 2011 copy CSE and ASE 2011
Scientist Arne Simon Germany
Research SS4
Observations
A 12-year old leukaemia patient
had an MRSA-infected wound
Doctors treated the wound with
antiseptic for 12 days It did not
get better
Then doctors treated the wound with
Australian medical honey made from
Manuka flowers Two days later the
wound had cleared up
Manuka
flowers
Scientist Ahmed Sukari Halim Malaysia
Investigation
anaesthetise 36 rats and make burn
wounds on them
infect the rat wounds with bacteria
cover the wounds with honey
SS4
copy CSE and ASE 2011
SS4
Results
Relative n
um
ber of
bacteria
days after honey dressings applied
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
Edexcel
Edexcel P2F Q6
Decompose
it
What knowledge and skills are
needed to get the 12 marks
6 marks explanation
6 marks QWC
30
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
describe the
PATTERN
give
NUMBERS
suggest
REASONS
spot the
TREND
Give details Check
the common patterns
for ideas
Say what happens to Y as
X increases Use the
names of these variables
Use scientific ideas to
suggest reasons for any
pattern or difference
Say what
is different
about them
Common patterns
positive correlation
negative correlation
Y changes by
the same amount
for each increase
in X
Y changes
more slowly
as X gets larger
Y changes
more quickly
as X gets larger
Y is directly
proportional to X
so if X doubles
Y doubles
Y fluctuates
X
Y
Y increases
as X increases
1 graph Y does not
change
Y decreases
as X increases
2 graphs or
one with 2 parts
In graph A
Y changes
more for each
increase in X
In graph A
Y reaches a
higher
maximum
value
Y is inversely
proportional to X
if X times Y always
gives the same value
Y rises reaches a
peak and then falls
Choose values to illustrate
any pattern or difference
These values
show that
Y increases
These show
what is different
about the graphs
COMPARE
numbers
1 graph 2 or more
Use numbers
to show how big
any difference is
In graph A
the maximum value
of Y is double what
it is in graph B
gradient = change in Y
change in X
The gradient of
graph A is four
times the gradient
of graph B
Worked examples
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
Analyser
X
Y
X
Y
X
Y
210
Between 0
and 1
but between
1 and 2
X
Y
SS1b Analyser Lifeline 2
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Scaffold sheet given to students
AQA
copy Association for Science Education and Centre for Science Education 2011
Teach complex
processes
Teach content and
apply processes
copy Association for Science Education and Centre for Science Education 2011
lsquoReasonerrsquo uses banning sun beds to teach
- identify conflicting evidence and weaknesses
- decide how well evidence supports a claim
- suggest further tests
lsquoCommunicatorrsquo uses games to teach QWC
- analyse a question for meaning
- identify key points
- organise them logically
copy Association for Science Education and Centre for Science Education 2011
Limestone (Edexcel) Students battle with
lsquosinkholesrsquo and silence campaignersrsquo
objections to a mega quarry
Energy transfer (AQA) Students model the
cooling system of a laptop to get to the bottom
of a fire casualty
Heart disease (OCR) Students diagnose and
treat a mysterious AampE hospital case by
analysing conflicting data
copy CSE and ASE 2011 This page may have been changed from the original
Presents
An Application for AQA
35
Title slide
Sample lsquoApplication lessonrsquo
ELICIT STARTER 36
Objectives
Find out how harmful bacteria form
antibiotic-resistant strains
Discover why resistant strains
spread rapidly
Draw conclusions from evidence about
new ways of treating infections
36
copy Association for Science Education and Centre for Science Education 2011
Objectives
37
Scientists are testing new
weapons against superbugs
ELICIT STARTER
cockroach
brains
silver
nanoparticles
honey
Is there enough evidence
to show that they work
Main 2 task
SS3 ndash 6
Are any worth funding
copy CSE and ASE 2011
Research SS3
Scientist Simon Lee UK
Investigation
grow two types of bacteria on agar plates
add cockroach brain juice and leave for
two hours at 37 ordmC
Type of bacteria Percentage of bacteria
killed
MRSA
More than 90
Escherichia coli More than 90
If an antibiotic kills 90 of the
bacteria your bodyrsquos immune system
can kill the rest
Results
Scientist UM Seraj Bangladesh
Investigation
grow different types of bacteria on agar plates
add cockroach juice and leave overnight at 37 ordmC
SS3
SS3
Zon
e of clearan
ce (m
m)
Type of bacteria
Results
copy CSE and ASE 2011 copy CSE and ASE 2011
Scientist Arne Simon Germany
Research SS4
Observations
A 12-year old leukaemia patient
had an MRSA-infected wound
Doctors treated the wound with
antiseptic for 12 days It did not
get better
Then doctors treated the wound with
Australian medical honey made from
Manuka flowers Two days later the
wound had cleared up
Manuka
flowers
Scientist Ahmed Sukari Halim Malaysia
Investigation
anaesthetise 36 rats and make burn
wounds on them
infect the rat wounds with bacteria
cover the wounds with honey
SS4
copy CSE and ASE 2011
SS4
Results
Relative n
um
ber of
bacteria
days after honey dressings applied
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
Edexcel P2F Q6
Decompose
it
What knowledge and skills are
needed to get the 12 marks
6 marks explanation
6 marks QWC
30
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
describe the
PATTERN
give
NUMBERS
suggest
REASONS
spot the
TREND
Give details Check
the common patterns
for ideas
Say what happens to Y as
X increases Use the
names of these variables
Use scientific ideas to
suggest reasons for any
pattern or difference
Say what
is different
about them
Common patterns
positive correlation
negative correlation
Y changes by
the same amount
for each increase
in X
Y changes
more slowly
as X gets larger
Y changes
more quickly
as X gets larger
Y is directly
proportional to X
so if X doubles
Y doubles
Y fluctuates
X
Y
Y increases
as X increases
1 graph Y does not
change
Y decreases
as X increases
2 graphs or
one with 2 parts
In graph A
Y changes
more for each
increase in X
In graph A
Y reaches a
higher
maximum
value
Y is inversely
proportional to X
if X times Y always
gives the same value
Y rises reaches a
peak and then falls
Choose values to illustrate
any pattern or difference
These values
show that
Y increases
These show
what is different
about the graphs
COMPARE
numbers
1 graph 2 or more
Use numbers
to show how big
any difference is
In graph A
the maximum value
of Y is double what
it is in graph B
gradient = change in Y
change in X
The gradient of
graph A is four
times the gradient
of graph B
Worked examples
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
Analyser
X
Y
X
Y
X
Y
210
Between 0
and 1
but between
1 and 2
X
Y
SS1b Analyser Lifeline 2
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Scaffold sheet given to students
AQA
copy Association for Science Education and Centre for Science Education 2011
Teach complex
processes
Teach content and
apply processes
copy Association for Science Education and Centre for Science Education 2011
lsquoReasonerrsquo uses banning sun beds to teach
- identify conflicting evidence and weaknesses
- decide how well evidence supports a claim
- suggest further tests
lsquoCommunicatorrsquo uses games to teach QWC
- analyse a question for meaning
- identify key points
- organise them logically
copy Association for Science Education and Centre for Science Education 2011
Limestone (Edexcel) Students battle with
lsquosinkholesrsquo and silence campaignersrsquo
objections to a mega quarry
Energy transfer (AQA) Students model the
cooling system of a laptop to get to the bottom
of a fire casualty
Heart disease (OCR) Students diagnose and
treat a mysterious AampE hospital case by
analysing conflicting data
copy CSE and ASE 2011 This page may have been changed from the original
Presents
An Application for AQA
35
Title slide
Sample lsquoApplication lessonrsquo
ELICIT STARTER 36
Objectives
Find out how harmful bacteria form
antibiotic-resistant strains
Discover why resistant strains
spread rapidly
Draw conclusions from evidence about
new ways of treating infections
36
copy Association for Science Education and Centre for Science Education 2011
Objectives
37
Scientists are testing new
weapons against superbugs
ELICIT STARTER
cockroach
brains
silver
nanoparticles
honey
Is there enough evidence
to show that they work
Main 2 task
SS3 ndash 6
Are any worth funding
copy CSE and ASE 2011
Research SS3
Scientist Simon Lee UK
Investigation
grow two types of bacteria on agar plates
add cockroach brain juice and leave for
two hours at 37 ordmC
Type of bacteria Percentage of bacteria
killed
MRSA
More than 90
Escherichia coli More than 90
If an antibiotic kills 90 of the
bacteria your bodyrsquos immune system
can kill the rest
Results
Scientist UM Seraj Bangladesh
Investigation
grow different types of bacteria on agar plates
add cockroach juice and leave overnight at 37 ordmC
SS3
SS3
Zon
e of clearan
ce (m
m)
Type of bacteria
Results
copy CSE and ASE 2011 copy CSE and ASE 2011
Scientist Arne Simon Germany
Research SS4
Observations
A 12-year old leukaemia patient
had an MRSA-infected wound
Doctors treated the wound with
antiseptic for 12 days It did not
get better
Then doctors treated the wound with
Australian medical honey made from
Manuka flowers Two days later the
wound had cleared up
Manuka
flowers
Scientist Ahmed Sukari Halim Malaysia
Investigation
anaesthetise 36 rats and make burn
wounds on them
infect the rat wounds with bacteria
cover the wounds with honey
SS4
copy CSE and ASE 2011
SS4
Results
Relative n
um
ber of
bacteria
days after honey dressings applied
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
Decompose
it
What knowledge and skills are
needed to get the 12 marks
6 marks explanation
6 marks QWC
30
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
describe the
PATTERN
give
NUMBERS
suggest
REASONS
spot the
TREND
Give details Check
the common patterns
for ideas
Say what happens to Y as
X increases Use the
names of these variables
Use scientific ideas to
suggest reasons for any
pattern or difference
Say what
is different
about them
Common patterns
positive correlation
negative correlation
Y changes by
the same amount
for each increase
in X
Y changes
more slowly
as X gets larger
Y changes
more quickly
as X gets larger
Y is directly
proportional to X
so if X doubles
Y doubles
Y fluctuates
X
Y
Y increases
as X increases
1 graph Y does not
change
Y decreases
as X increases
2 graphs or
one with 2 parts
In graph A
Y changes
more for each
increase in X
In graph A
Y reaches a
higher
maximum
value
Y is inversely
proportional to X
if X times Y always
gives the same value
Y rises reaches a
peak and then falls
Choose values to illustrate
any pattern or difference
These values
show that
Y increases
These show
what is different
about the graphs
COMPARE
numbers
1 graph 2 or more
Use numbers
to show how big
any difference is
In graph A
the maximum value
of Y is double what
it is in graph B
gradient = change in Y
change in X
The gradient of
graph A is four
times the gradient
of graph B
Worked examples
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
Analyser
X
Y
X
Y
X
Y
210
Between 0
and 1
but between
1 and 2
X
Y
SS1b Analyser Lifeline 2
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Scaffold sheet given to students
AQA
copy Association for Science Education and Centre for Science Education 2011
Teach complex
processes
Teach content and
apply processes
copy Association for Science Education and Centre for Science Education 2011
lsquoReasonerrsquo uses banning sun beds to teach
- identify conflicting evidence and weaknesses
- decide how well evidence supports a claim
- suggest further tests
lsquoCommunicatorrsquo uses games to teach QWC
- analyse a question for meaning
- identify key points
- organise them logically
copy Association for Science Education and Centre for Science Education 2011
Limestone (Edexcel) Students battle with
lsquosinkholesrsquo and silence campaignersrsquo
objections to a mega quarry
Energy transfer (AQA) Students model the
cooling system of a laptop to get to the bottom
of a fire casualty
Heart disease (OCR) Students diagnose and
treat a mysterious AampE hospital case by
analysing conflicting data
copy CSE and ASE 2011 This page may have been changed from the original
Presents
An Application for AQA
35
Title slide
Sample lsquoApplication lessonrsquo
ELICIT STARTER 36
Objectives
Find out how harmful bacteria form
antibiotic-resistant strains
Discover why resistant strains
spread rapidly
Draw conclusions from evidence about
new ways of treating infections
36
copy Association for Science Education and Centre for Science Education 2011
Objectives
37
Scientists are testing new
weapons against superbugs
ELICIT STARTER
cockroach
brains
silver
nanoparticles
honey
Is there enough evidence
to show that they work
Main 2 task
SS3 ndash 6
Are any worth funding
copy CSE and ASE 2011
Research SS3
Scientist Simon Lee UK
Investigation
grow two types of bacteria on agar plates
add cockroach brain juice and leave for
two hours at 37 ordmC
Type of bacteria Percentage of bacteria
killed
MRSA
More than 90
Escherichia coli More than 90
If an antibiotic kills 90 of the
bacteria your bodyrsquos immune system
can kill the rest
Results
Scientist UM Seraj Bangladesh
Investigation
grow different types of bacteria on agar plates
add cockroach juice and leave overnight at 37 ordmC
SS3
SS3
Zon
e of clearan
ce (m
m)
Type of bacteria
Results
copy CSE and ASE 2011 copy CSE and ASE 2011
Scientist Arne Simon Germany
Research SS4
Observations
A 12-year old leukaemia patient
had an MRSA-infected wound
Doctors treated the wound with
antiseptic for 12 days It did not
get better
Then doctors treated the wound with
Australian medical honey made from
Manuka flowers Two days later the
wound had cleared up
Manuka
flowers
Scientist Ahmed Sukari Halim Malaysia
Investigation
anaesthetise 36 rats and make burn
wounds on them
infect the rat wounds with bacteria
cover the wounds with honey
SS4
copy CSE and ASE 2011
SS4
Results
Relative n
um
ber of
bacteria
days after honey dressings applied
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
30
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
X
Y
describe the
PATTERN
give
NUMBERS
suggest
REASONS
spot the
TREND
Give details Check
the common patterns
for ideas
Say what happens to Y as
X increases Use the
names of these variables
Use scientific ideas to
suggest reasons for any
pattern or difference
Say what
is different
about them
Common patterns
positive correlation
negative correlation
Y changes by
the same amount
for each increase
in X
Y changes
more slowly
as X gets larger
Y changes
more quickly
as X gets larger
Y is directly
proportional to X
so if X doubles
Y doubles
Y fluctuates
X
Y
Y increases
as X increases
1 graph Y does not
change
Y decreases
as X increases
2 graphs or
one with 2 parts
In graph A
Y changes
more for each
increase in X
In graph A
Y reaches a
higher
maximum
value
Y is inversely
proportional to X
if X times Y always
gives the same value
Y rises reaches a
peak and then falls
Choose values to illustrate
any pattern or difference
These values
show that
Y increases
These show
what is different
about the graphs
COMPARE
numbers
1 graph 2 or more
Use numbers
to show how big
any difference is
In graph A
the maximum value
of Y is double what
it is in graph B
gradient = change in Y
change in X
The gradient of
graph A is four
times the gradient
of graph B
Worked examples
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
X
Y
2
1
0
A
B
Analyser
X
Y
X
Y
X
Y
210
Between 0
and 1
but between
1 and 2
X
Y
SS1b Analyser Lifeline 2
Download samples at
upd8orgukcrucial
Download samples at
upd8orgukcrucial
Scaffold sheet given to students
AQA
copy Association for Science Education and Centre for Science Education 2011
Teach complex
processes
Teach content and
apply processes
copy Association for Science Education and Centre for Science Education 2011
lsquoReasonerrsquo uses banning sun beds to teach
- identify conflicting evidence and weaknesses
- decide how well evidence supports a claim
- suggest further tests
lsquoCommunicatorrsquo uses games to teach QWC
- analyse a question for meaning
- identify key points
- organise them logically
copy Association for Science Education and Centre for Science Education 2011
Limestone (Edexcel) Students battle with
lsquosinkholesrsquo and silence campaignersrsquo
objections to a mega quarry
Energy transfer (AQA) Students model the
cooling system of a laptop to get to the bottom
of a fire casualty
Heart disease (OCR) Students diagnose and
treat a mysterious AampE hospital case by
analysing conflicting data
copy CSE and ASE 2011 This page may have been changed from the original
Presents
An Application for AQA
35
Title slide
Sample lsquoApplication lessonrsquo
ELICIT STARTER 36
Objectives
Find out how harmful bacteria form
antibiotic-resistant strains
Discover why resistant strains
spread rapidly
Draw conclusions from evidence about
new ways of treating infections
36
copy Association for Science Education and Centre for Science Education 2011
Objectives
37
Scientists are testing new
weapons against superbugs
ELICIT STARTER
cockroach
brains
silver
nanoparticles
honey
Is there enough evidence
to show that they work
Main 2 task
SS3 ndash 6
Are any worth funding
copy CSE and ASE 2011
Research SS3
Scientist Simon Lee UK
Investigation
grow two types of bacteria on agar plates
add cockroach brain juice and leave for
two hours at 37 ordmC
Type of bacteria Percentage of bacteria
killed
MRSA
More than 90
Escherichia coli More than 90
If an antibiotic kills 90 of the
bacteria your bodyrsquos immune system
can kill the rest
Results
Scientist UM Seraj Bangladesh
Investigation
grow different types of bacteria on agar plates
add cockroach juice and leave overnight at 37 ordmC
SS3
SS3
Zon
e of clearan
ce (m
m)
Type of bacteria
Results
copy CSE and ASE 2011 copy CSE and ASE 2011
Scientist Arne Simon Germany
Research SS4
Observations
A 12-year old leukaemia patient
had an MRSA-infected wound
Doctors treated the wound with
antiseptic for 12 days It did not
get better
Then doctors treated the wound with
Australian medical honey made from
Manuka flowers Two days later the
wound had cleared up
Manuka
flowers
Scientist Ahmed Sukari Halim Malaysia
Investigation
anaesthetise 36 rats and make burn
wounds on them
infect the rat wounds with bacteria
cover the wounds with honey
SS4
copy CSE and ASE 2011
SS4
Results
Relative n
um
ber of
bacteria
days after honey dressings applied
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
AQA
copy Association for Science Education and Centre for Science Education 2011
Teach complex
processes
Teach content and
apply processes
copy Association for Science Education and Centre for Science Education 2011
lsquoReasonerrsquo uses banning sun beds to teach
- identify conflicting evidence and weaknesses
- decide how well evidence supports a claim
- suggest further tests
lsquoCommunicatorrsquo uses games to teach QWC
- analyse a question for meaning
- identify key points
- organise them logically
copy Association for Science Education and Centre for Science Education 2011
Limestone (Edexcel) Students battle with
lsquosinkholesrsquo and silence campaignersrsquo
objections to a mega quarry
Energy transfer (AQA) Students model the
cooling system of a laptop to get to the bottom
of a fire casualty
Heart disease (OCR) Students diagnose and
treat a mysterious AampE hospital case by
analysing conflicting data
copy CSE and ASE 2011 This page may have been changed from the original
Presents
An Application for AQA
35
Title slide
Sample lsquoApplication lessonrsquo
ELICIT STARTER 36
Objectives
Find out how harmful bacteria form
antibiotic-resistant strains
Discover why resistant strains
spread rapidly
Draw conclusions from evidence about
new ways of treating infections
36
copy Association for Science Education and Centre for Science Education 2011
Objectives
37
Scientists are testing new
weapons against superbugs
ELICIT STARTER
cockroach
brains
silver
nanoparticles
honey
Is there enough evidence
to show that they work
Main 2 task
SS3 ndash 6
Are any worth funding
copy CSE and ASE 2011
Research SS3
Scientist Simon Lee UK
Investigation
grow two types of bacteria on agar plates
add cockroach brain juice and leave for
two hours at 37 ordmC
Type of bacteria Percentage of bacteria
killed
MRSA
More than 90
Escherichia coli More than 90
If an antibiotic kills 90 of the
bacteria your bodyrsquos immune system
can kill the rest
Results
Scientist UM Seraj Bangladesh
Investigation
grow different types of bacteria on agar plates
add cockroach juice and leave overnight at 37 ordmC
SS3
SS3
Zon
e of clearan
ce (m
m)
Type of bacteria
Results
copy CSE and ASE 2011 copy CSE and ASE 2011
Scientist Arne Simon Germany
Research SS4
Observations
A 12-year old leukaemia patient
had an MRSA-infected wound
Doctors treated the wound with
antiseptic for 12 days It did not
get better
Then doctors treated the wound with
Australian medical honey made from
Manuka flowers Two days later the
wound had cleared up
Manuka
flowers
Scientist Ahmed Sukari Halim Malaysia
Investigation
anaesthetise 36 rats and make burn
wounds on them
infect the rat wounds with bacteria
cover the wounds with honey
SS4
copy CSE and ASE 2011
SS4
Results
Relative n
um
ber of
bacteria
days after honey dressings applied
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
copy Association for Science Education and Centre for Science Education 2011
Teach complex
processes
Teach content and
apply processes
copy Association for Science Education and Centre for Science Education 2011
lsquoReasonerrsquo uses banning sun beds to teach
- identify conflicting evidence and weaknesses
- decide how well evidence supports a claim
- suggest further tests
lsquoCommunicatorrsquo uses games to teach QWC
- analyse a question for meaning
- identify key points
- organise them logically
copy Association for Science Education and Centre for Science Education 2011
Limestone (Edexcel) Students battle with
lsquosinkholesrsquo and silence campaignersrsquo
objections to a mega quarry
Energy transfer (AQA) Students model the
cooling system of a laptop to get to the bottom
of a fire casualty
Heart disease (OCR) Students diagnose and
treat a mysterious AampE hospital case by
analysing conflicting data
copy CSE and ASE 2011 This page may have been changed from the original
Presents
An Application for AQA
35
Title slide
Sample lsquoApplication lessonrsquo
ELICIT STARTER 36
Objectives
Find out how harmful bacteria form
antibiotic-resistant strains
Discover why resistant strains
spread rapidly
Draw conclusions from evidence about
new ways of treating infections
36
copy Association for Science Education and Centre for Science Education 2011
Objectives
37
Scientists are testing new
weapons against superbugs
ELICIT STARTER
cockroach
brains
silver
nanoparticles
honey
Is there enough evidence
to show that they work
Main 2 task
SS3 ndash 6
Are any worth funding
copy CSE and ASE 2011
Research SS3
Scientist Simon Lee UK
Investigation
grow two types of bacteria on agar plates
add cockroach brain juice and leave for
two hours at 37 ordmC
Type of bacteria Percentage of bacteria
killed
MRSA
More than 90
Escherichia coli More than 90
If an antibiotic kills 90 of the
bacteria your bodyrsquos immune system
can kill the rest
Results
Scientist UM Seraj Bangladesh
Investigation
grow different types of bacteria on agar plates
add cockroach juice and leave overnight at 37 ordmC
SS3
SS3
Zon
e of clearan
ce (m
m)
Type of bacteria
Results
copy CSE and ASE 2011 copy CSE and ASE 2011
Scientist Arne Simon Germany
Research SS4
Observations
A 12-year old leukaemia patient
had an MRSA-infected wound
Doctors treated the wound with
antiseptic for 12 days It did not
get better
Then doctors treated the wound with
Australian medical honey made from
Manuka flowers Two days later the
wound had cleared up
Manuka
flowers
Scientist Ahmed Sukari Halim Malaysia
Investigation
anaesthetise 36 rats and make burn
wounds on them
infect the rat wounds with bacteria
cover the wounds with honey
SS4
copy CSE and ASE 2011
SS4
Results
Relative n
um
ber of
bacteria
days after honey dressings applied
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
copy Association for Science Education and Centre for Science Education 2011
lsquoReasonerrsquo uses banning sun beds to teach
- identify conflicting evidence and weaknesses
- decide how well evidence supports a claim
- suggest further tests
lsquoCommunicatorrsquo uses games to teach QWC
- analyse a question for meaning
- identify key points
- organise them logically
copy Association for Science Education and Centre for Science Education 2011
Limestone (Edexcel) Students battle with
lsquosinkholesrsquo and silence campaignersrsquo
objections to a mega quarry
Energy transfer (AQA) Students model the
cooling system of a laptop to get to the bottom
of a fire casualty
Heart disease (OCR) Students diagnose and
treat a mysterious AampE hospital case by
analysing conflicting data
copy CSE and ASE 2011 This page may have been changed from the original
Presents
An Application for AQA
35
Title slide
Sample lsquoApplication lessonrsquo
ELICIT STARTER 36
Objectives
Find out how harmful bacteria form
antibiotic-resistant strains
Discover why resistant strains
spread rapidly
Draw conclusions from evidence about
new ways of treating infections
36
copy Association for Science Education and Centre for Science Education 2011
Objectives
37
Scientists are testing new
weapons against superbugs
ELICIT STARTER
cockroach
brains
silver
nanoparticles
honey
Is there enough evidence
to show that they work
Main 2 task
SS3 ndash 6
Are any worth funding
copy CSE and ASE 2011
Research SS3
Scientist Simon Lee UK
Investigation
grow two types of bacteria on agar plates
add cockroach brain juice and leave for
two hours at 37 ordmC
Type of bacteria Percentage of bacteria
killed
MRSA
More than 90
Escherichia coli More than 90
If an antibiotic kills 90 of the
bacteria your bodyrsquos immune system
can kill the rest
Results
Scientist UM Seraj Bangladesh
Investigation
grow different types of bacteria on agar plates
add cockroach juice and leave overnight at 37 ordmC
SS3
SS3
Zon
e of clearan
ce (m
m)
Type of bacteria
Results
copy CSE and ASE 2011 copy CSE and ASE 2011
Scientist Arne Simon Germany
Research SS4
Observations
A 12-year old leukaemia patient
had an MRSA-infected wound
Doctors treated the wound with
antiseptic for 12 days It did not
get better
Then doctors treated the wound with
Australian medical honey made from
Manuka flowers Two days later the
wound had cleared up
Manuka
flowers
Scientist Ahmed Sukari Halim Malaysia
Investigation
anaesthetise 36 rats and make burn
wounds on them
infect the rat wounds with bacteria
cover the wounds with honey
SS4
copy CSE and ASE 2011
SS4
Results
Relative n
um
ber of
bacteria
days after honey dressings applied
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
copy Association for Science Education and Centre for Science Education 2011
Limestone (Edexcel) Students battle with
lsquosinkholesrsquo and silence campaignersrsquo
objections to a mega quarry
Energy transfer (AQA) Students model the
cooling system of a laptop to get to the bottom
of a fire casualty
Heart disease (OCR) Students diagnose and
treat a mysterious AampE hospital case by
analysing conflicting data
copy CSE and ASE 2011 This page may have been changed from the original
Presents
An Application for AQA
35
Title slide
Sample lsquoApplication lessonrsquo
ELICIT STARTER 36
Objectives
Find out how harmful bacteria form
antibiotic-resistant strains
Discover why resistant strains
spread rapidly
Draw conclusions from evidence about
new ways of treating infections
36
copy Association for Science Education and Centre for Science Education 2011
Objectives
37
Scientists are testing new
weapons against superbugs
ELICIT STARTER
cockroach
brains
silver
nanoparticles
honey
Is there enough evidence
to show that they work
Main 2 task
SS3 ndash 6
Are any worth funding
copy CSE and ASE 2011
Research SS3
Scientist Simon Lee UK
Investigation
grow two types of bacteria on agar plates
add cockroach brain juice and leave for
two hours at 37 ordmC
Type of bacteria Percentage of bacteria
killed
MRSA
More than 90
Escherichia coli More than 90
If an antibiotic kills 90 of the
bacteria your bodyrsquos immune system
can kill the rest
Results
Scientist UM Seraj Bangladesh
Investigation
grow different types of bacteria on agar plates
add cockroach juice and leave overnight at 37 ordmC
SS3
SS3
Zon
e of clearan
ce (m
m)
Type of bacteria
Results
copy CSE and ASE 2011 copy CSE and ASE 2011
Scientist Arne Simon Germany
Research SS4
Observations
A 12-year old leukaemia patient
had an MRSA-infected wound
Doctors treated the wound with
antiseptic for 12 days It did not
get better
Then doctors treated the wound with
Australian medical honey made from
Manuka flowers Two days later the
wound had cleared up
Manuka
flowers
Scientist Ahmed Sukari Halim Malaysia
Investigation
anaesthetise 36 rats and make burn
wounds on them
infect the rat wounds with bacteria
cover the wounds with honey
SS4
copy CSE and ASE 2011
SS4
Results
Relative n
um
ber of
bacteria
days after honey dressings applied
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
copy CSE and ASE 2011 This page may have been changed from the original
Presents
An Application for AQA
35
Title slide
Sample lsquoApplication lessonrsquo
ELICIT STARTER 36
Objectives
Find out how harmful bacteria form
antibiotic-resistant strains
Discover why resistant strains
spread rapidly
Draw conclusions from evidence about
new ways of treating infections
36
copy Association for Science Education and Centre for Science Education 2011
Objectives
37
Scientists are testing new
weapons against superbugs
ELICIT STARTER
cockroach
brains
silver
nanoparticles
honey
Is there enough evidence
to show that they work
Main 2 task
SS3 ndash 6
Are any worth funding
copy CSE and ASE 2011
Research SS3
Scientist Simon Lee UK
Investigation
grow two types of bacteria on agar plates
add cockroach brain juice and leave for
two hours at 37 ordmC
Type of bacteria Percentage of bacteria
killed
MRSA
More than 90
Escherichia coli More than 90
If an antibiotic kills 90 of the
bacteria your bodyrsquos immune system
can kill the rest
Results
Scientist UM Seraj Bangladesh
Investigation
grow different types of bacteria on agar plates
add cockroach juice and leave overnight at 37 ordmC
SS3
SS3
Zon
e of clearan
ce (m
m)
Type of bacteria
Results
copy CSE and ASE 2011 copy CSE and ASE 2011
Scientist Arne Simon Germany
Research SS4
Observations
A 12-year old leukaemia patient
had an MRSA-infected wound
Doctors treated the wound with
antiseptic for 12 days It did not
get better
Then doctors treated the wound with
Australian medical honey made from
Manuka flowers Two days later the
wound had cleared up
Manuka
flowers
Scientist Ahmed Sukari Halim Malaysia
Investigation
anaesthetise 36 rats and make burn
wounds on them
infect the rat wounds with bacteria
cover the wounds with honey
SS4
copy CSE and ASE 2011
SS4
Results
Relative n
um
ber of
bacteria
days after honey dressings applied
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
ELICIT STARTER 36
Objectives
Find out how harmful bacteria form
antibiotic-resistant strains
Discover why resistant strains
spread rapidly
Draw conclusions from evidence about
new ways of treating infections
36
copy Association for Science Education and Centre for Science Education 2011
Objectives
37
Scientists are testing new
weapons against superbugs
ELICIT STARTER
cockroach
brains
silver
nanoparticles
honey
Is there enough evidence
to show that they work
Main 2 task
SS3 ndash 6
Are any worth funding
copy CSE and ASE 2011
Research SS3
Scientist Simon Lee UK
Investigation
grow two types of bacteria on agar plates
add cockroach brain juice and leave for
two hours at 37 ordmC
Type of bacteria Percentage of bacteria
killed
MRSA
More than 90
Escherichia coli More than 90
If an antibiotic kills 90 of the
bacteria your bodyrsquos immune system
can kill the rest
Results
Scientist UM Seraj Bangladesh
Investigation
grow different types of bacteria on agar plates
add cockroach juice and leave overnight at 37 ordmC
SS3
SS3
Zon
e of clearan
ce (m
m)
Type of bacteria
Results
copy CSE and ASE 2011 copy CSE and ASE 2011
Scientist Arne Simon Germany
Research SS4
Observations
A 12-year old leukaemia patient
had an MRSA-infected wound
Doctors treated the wound with
antiseptic for 12 days It did not
get better
Then doctors treated the wound with
Australian medical honey made from
Manuka flowers Two days later the
wound had cleared up
Manuka
flowers
Scientist Ahmed Sukari Halim Malaysia
Investigation
anaesthetise 36 rats and make burn
wounds on them
infect the rat wounds with bacteria
cover the wounds with honey
SS4
copy CSE and ASE 2011
SS4
Results
Relative n
um
ber of
bacteria
days after honey dressings applied
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
37
Scientists are testing new
weapons against superbugs
ELICIT STARTER
cockroach
brains
silver
nanoparticles
honey
Is there enough evidence
to show that they work
Main 2 task
SS3 ndash 6
Are any worth funding
copy CSE and ASE 2011
Research SS3
Scientist Simon Lee UK
Investigation
grow two types of bacteria on agar plates
add cockroach brain juice and leave for
two hours at 37 ordmC
Type of bacteria Percentage of bacteria
killed
MRSA
More than 90
Escherichia coli More than 90
If an antibiotic kills 90 of the
bacteria your bodyrsquos immune system
can kill the rest
Results
Scientist UM Seraj Bangladesh
Investigation
grow different types of bacteria on agar plates
add cockroach juice and leave overnight at 37 ordmC
SS3
SS3
Zon
e of clearan
ce (m
m)
Type of bacteria
Results
copy CSE and ASE 2011 copy CSE and ASE 2011
Scientist Arne Simon Germany
Research SS4
Observations
A 12-year old leukaemia patient
had an MRSA-infected wound
Doctors treated the wound with
antiseptic for 12 days It did not
get better
Then doctors treated the wound with
Australian medical honey made from
Manuka flowers Two days later the
wound had cleared up
Manuka
flowers
Scientist Ahmed Sukari Halim Malaysia
Investigation
anaesthetise 36 rats and make burn
wounds on them
infect the rat wounds with bacteria
cover the wounds with honey
SS4
copy CSE and ASE 2011
SS4
Results
Relative n
um
ber of
bacteria
days after honey dressings applied
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
copy CSE and ASE 2011
Research SS3
Scientist Simon Lee UK
Investigation
grow two types of bacteria on agar plates
add cockroach brain juice and leave for
two hours at 37 ordmC
Type of bacteria Percentage of bacteria
killed
MRSA
More than 90
Escherichia coli More than 90
If an antibiotic kills 90 of the
bacteria your bodyrsquos immune system
can kill the rest
Results
Scientist UM Seraj Bangladesh
Investigation
grow different types of bacteria on agar plates
add cockroach juice and leave overnight at 37 ordmC
SS3
SS3
Zon
e of clearan
ce (m
m)
Type of bacteria
Results
copy CSE and ASE 2011 copy CSE and ASE 2011
Scientist Arne Simon Germany
Research SS4
Observations
A 12-year old leukaemia patient
had an MRSA-infected wound
Doctors treated the wound with
antiseptic for 12 days It did not
get better
Then doctors treated the wound with
Australian medical honey made from
Manuka flowers Two days later the
wound had cleared up
Manuka
flowers
Scientist Ahmed Sukari Halim Malaysia
Investigation
anaesthetise 36 rats and make burn
wounds on them
infect the rat wounds with bacteria
cover the wounds with honey
SS4
copy CSE and ASE 2011
SS4
Results
Relative n
um
ber of
bacteria
days after honey dressings applied
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
copy CSE and ASE 2011 copy CSE and ASE 2011
Scientist Arne Simon Germany
Research SS4
Observations
A 12-year old leukaemia patient
had an MRSA-infected wound
Doctors treated the wound with
antiseptic for 12 days It did not
get better
Then doctors treated the wound with
Australian medical honey made from
Manuka flowers Two days later the
wound had cleared up
Manuka
flowers
Scientist Ahmed Sukari Halim Malaysia
Investigation
anaesthetise 36 rats and make burn
wounds on them
infect the rat wounds with bacteria
cover the wounds with honey
SS4
copy CSE and ASE 2011
SS4
Results
Relative n
um
ber of
bacteria
days after honey dressings applied
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
copy CSE and ASE 2011
Scientist Nilda Ayala-Nuacuteṅez Mexico
Investigation
Add silver nanoparticles to resistant bacteria on agar plates
Leave for 24 hours at 35 ordmC
Type of resistant
bacteria
Percentage of bacteria
destroyed after 24 hours
S pyogenes 997
P aerugionosa 928
E coli 957
Results
If an antibiotic kills 90 of the bacteria your
bodyrsquos immune system can kill the rest
SS5
SS5
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
copy CSE and ASE 2011
SS6
Reasoner
NO support
Is there any
evidence to support
the claim
Explain HOW WELL the evidence
supports the claim overall Explain why the
evidence opposes the
claim or is irrelevant
Suggest a different claim that
fits the evidence better
Suggest a test to make
the claim stronger
Describe the results
you expect if the
claim is correct
Does
each piece of evidence
support the claim CHECK
EVIDENCE
SUMMARISE
Say the claim could
be wrong Suggest a
claim that fits the
evidence better
A LITTLE support A LOT of support
More than 1 piece of evidence 1 piece of evidence
NEXT STEPS
or hypothesis
Use this lifeline to make
conclusions from the lab data Start here
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
upd8orgukcrucial
Special offer pound100 off Just like us at
scienceupd8
email tonysherborneupd8orguk
tonysherborne
Recommended