Explaining our research-based teaching model for complex processeshow to succeed in new GCSE assessment THE resource for GCSE 2011
“ “ Look at these findings. Figure out of – if you can – how Darwin’s theory “ natural selection can explain BOTH. 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 growEvil OCR BIGGER on islands. Scientist B: animals grow SMALLER onexaminer islands. 4 marks
“ Look at this graph. I bet you can’t use it to explain why a liquid cools “ when it evaporates. Molecules in a liquid do not all have the same speed. No. of moleculesEvil AQA Speed of moleculesexaminer 6 marks
“ Read this. You’ll 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 reflectEvil Edexcel sunlight. Campaigners want these emissions greatly reduced.examiner 6 marks
Do explicitly teach the skills needed?Q1: What’s the pattern in pollution levels?Q2: When was pollution highest?Q3: What’s the average pollution level?
VecteursLe concept de direction établit une relationentre deux points dans lespace, cest-à la«direction» dun point à un autre. Par exemple,la direction du point A au point B peut êtredésigné de A à B, tandis que la directionopposée serait dans ce cas, B-to-A. La directionest sans dimension, cest, il na pas dunité demesure et représente seulement une ligne dedésigner le sens de partir à (de A à B) sansaucun sens de «combien» qui est considérécomme l "importance" dune quantitémesurable.
Breakdown of skill: draw table 1 Complete a tableChoose Name X (the independent variable) and Y (the dependent variable)HEADINGS and give their units.Add Make space for each set of results. If these are repeats, add space for an average.SPACESCollect Check the resultsRESULTS as you collect them.Calculate If it’s clear why a result is anomalous, leave it out.AVERAGES 16
Breakdown of skill: plot graph 2 Plot a chart or graph Is X a continuous variable? NO YESits values are words, its values can be or discrete numbers any number, like length like shoe sizes or temperature Use a bar chart Use a line graph to to compare the show what happens values of Y. to Y as X increases. The scale must go up Choosing scales in equal 1 Take the smallest Y- steps value from the largest to find the range. e.g. 50 – 0 = 50 2 Divide this range by the number of squares on the Y axis. e.g. 50 ÷12 = 4.5 3 Round the result up to choose what each square will represent. e.g. make each square worth 5. 4 Repeat 1-3 for the X- axis. 20
SS1 Scaffold sheet given to students Analyser 2 Plot a chart or graph 1 Complete a table Is X a continuous variable? NO YES its values are words, its values can beChoose Name X (the independent variable) or discrete numbers any number, like length and Y (the dependent variable) like shoe sizes or temperatureHEADINGS and give their units. Y can be measured Y is calculated from A and B Use a bar chart Use a line graph to Y (units) X A B Y to compare the show what happens X (units) (units) (units) (units) (units) values of Y. to Y as X increases. The scale must go up Choosing scales in equal 1 Take the smallest Y- steps value fromAdd Make space for each set of results. the largest to find the range. If these are repeats, add space for an average.SPACES e.g. 50 – 0 = 50 2 Divide this range by the number X Y (units) X A B Y Average of squares on the Y axis. (units) (units) (units) (units) Y (units) (units) Write the e.g. 50 ÷12 = 4.5 1 2 3 Average Download samples a b a Y values Download samples on lines. Write the 3 Round the result up to choose what each square will represent. b X values e.g. make each square worth 5.Collect at Check the results at in spaces. 4 axis. Repeat 1-3 for the X- upd8.org.uk/crucialRESULTS as you collect them. The 7 is an outlier. It is an anomalous result, upd8.org.uk/crucial Use a line e.g. 2, 7, 3 of best fit or so it should be checked. curve, to show the trend.Calculate If it’s clear why a result is anomalous, leave it out. Write theAVERAGES X and Y values on the lines e.g. Average = (2+7+3) = 4 not in the gaps. 3 But 7 is anomalous, so a more 25 trustworthy average is (2+3) = 2.5 Only start at zero if some of Each cm must be worth 2 your results are close to zero. the same number of units.
Decompose it !What knowledge and skills areneeded to get the 12 marks?6 marks: explanation6 marks: QWC
Scaffold sheet given to studentsAnalyser Worked examples Common patterns positive correlationspot the Say what happens to Y as Y Y Y negative correlationTREND X increases? Use the . . . . Y changes by names of these variables. Y the same amount Y Y Y X X X for each increase 1 graph Y increases Y decreases Y does not in X. as X increases as X increases change X X 2 graphs or X X Y is directly one with 2 partsdescribe the 2 A 2 A proportional to X, Y Y so if X doubles,PATTERN Y B 1 1 B Y doubles. Give details. Check Say what 0 0 X the common patterns is different 0 1 2 X In graph A, X In graph A, Between 0 for ideas. about them. and 1... Y reaches a Y changes Y Y changes but between higher more for each more quickly 1 and 2... maximum increase in X. as X gets larger. value. X 2 A 2 A 2give Y 1 Y B Y 1 Y Y changes Choose values to illustrate 1 more slowlyNUMBERS B Download samples any pattern or difference. 0 These values X Download samples 0 X These show 0 X X as X gets larger. 1 graph 2 or more what is different at show that Y increases. at about the graphs Y Y is inversely proportional to X if X times Y alwaysCOMPARE upd8.org.uk/crucial upd8.org.uk/crucial gives the same value A Use numbers 2 2 A X Y Ynumbers to show how big 1 B 1 any difference is. B 0 0 Y X X In graph A, The gradient of Y fluctuates. the maximum value graph A is four of Y is double what times the gradient Xsuggest Use scientific ideas to it is in graph B. of graph B. Y Y rises, reaches a suggest reasons for any peak and then falls.REASONS pattern or difference. gradient = change in Y change in X X 30