Achieving the higher marks on Controlled assessment flip learning

pre learning for controlled assessment for year 9 GCSE science

chemistry
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Achieving the higher marks on Controlled assessment flip learning

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pre learning for controlled assessment for year 9 GCSE science
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Tags: chemistry
  1. Settler Activity:

    Slide 1 - Settler Activity:

    • What is your target grade?
    • CA target should be at least +1 above this!
    • If you know how marks are awarded you can get easy marks and focus on achieving getting maximum marks and avoiding pitfalls where marks are most commonly lost
    • Grade
    • Raw Score
    • A*
    • 43
    • A
    • 37
    • B
    • 33
    • C
    • 28
    • D
    • 21
  2. Research (6 marks)

    Slide 2 - Research (6 marks)

    • The first section is the research.
    • Using the student grid can you see what you need to do to achieve maximum marks
    • E Grade (1 – 2 Marks)
    • C grade (3 – 4 marks)
    • A grade (5 – 6 Marks)
    • Some information collected and
    • used from at least two sources.
    • Relevant information collected from at least three sources; information
    • presented clearly and all sources identified.
    • Range of relevant sources
    • identified and judgement used to
    • select those appropriate to the
    • task. Information collated and
    • presented clearly in appropriate
    • formats including a full
    • bibliography.
  3. Planning (6 marks)

    Slide 4 - Planning (6 marks)

    • E grade (1-2 marks)
    • C grade (3 – 4 Marks)
    • A grade (5-6 marks)
    • Simple hypothesis
    • Outline plan includes equipment
    • and techniques to be used
    • Plan provides a ‘fair test’.
    • Plan shows limited structure with
    • errors in spelling and punctuation
    • Hypothesis provides a limited scientific explanation
    • Plan gives sufficient detail including choices of: equipment, techniques; range and number of data points. Variable; replicates; Minimising errors
    • Plan structured clearly with occasional errors in spelling and
    • punctuation.
    • Complex hypothesis
    • Comprehensive plan shows scientific understanding.
    • Detailed consideration
    • given to: how errors will be
    • minimised; variables which cannot be controlled.
    • Reasoned modifications made to the plan.
    • Plan structured coherently with few, if any, errors in grammar, punctuation and spelling.
  4. Collecting data (6 Marks)

    Slide 5 - Collecting data (6 Marks)

    • You should be aiming for 6 marks as standard.
    • E grade (1-2 marks)
    • C grade (3 – 4 Marks)
    • A grade (5-6 marks)
    • Results recorded clearly but not in
    • an appropriate format.
    • Results tabulated to include all data
    • expected, though not in the most
    • appropriate format. Headings given
    • but units not always correct.
    • Results tabulated clearly and
    • logically, including use of correct
    • headings and units; all data expected recorded to appropriate levels of precision.
  5. Managing Risks (6 Marks)

    Slide 6 - Managing Risks (6 Marks)

    • You should be aiming for 6 marks as standard.
    • E grade (1-2 marks)
    • C grade (3 – 4 Marks)
    • A grade (5-6 marks)
    • Limited understanding of risks in procedures with only standard laboratory safety features mentioned.
    • Some teacher Intervention required to ensure safety.
    • Some risks in procedures analysed and some specific responses
    • suggested to reduce risks.
    • Risks managed successfully with no significant incidents or accidents
    • No requirement for teacher intervention.
    • All significant risks in the plan
    • evaluated. Reasoned judgements
    • made to reduce risks by use of
    • appropriate specific responses.
    • Risks managed successfully
    • No incidents or accidents
    • and no requirement for teacher
    • intervention.
  6. Processing data (6 Marks)

    Slide 7 - Processing data (6 Marks)

    • E grade (1-2 marks)
    • C grade (3 – 4 Marks)
    • A grade (5-6 marks)
    • Part 2 Results table & Part 3 Questions 1 and 3
    • Some evidence of processing
    • quantitative data: data presented as
    • simple charts or graphs with some
    • errors in scaling or plotting; use of
    • one simple mathematical technique.
    • Graphical and mathematical
    • techniques used to reveal patterns in the data: charts or graphs used
    • to display data in an appropriate way, allowing some errors in scaling
    • or plotting; correct use of more than one simple mathematical technique.
    • Appropriate graphical and
    • mathematical techniques used to
    • reveal patterns in the data: type of
    • graph, scales and axes selected
    • and data plotted accurately,
    • including where appropriate a
    • line of best fit; correct use of
    • complex mathematical techniques
    • where appropriate; appropriate
    • quantitative treatment of level of
    • uncertainty of data.
  7. Analysing and interpreting (6 Marks)

    Slide 8 - Analysing and interpreting (6 Marks)

    • E grade (1-2 marks)
    • C grade (3 – 4 Marks)
    • A grade (5-6 marks)
    • Part 3 Questions 2 and 3 (and 4)
    • At least one trend/pattern identified and outlined correctly; an attempt is made to interpret the information
    • linking primary and secondary data/
    • information.
    • Main trend(s)/pattern(s) described and interpreted with reference to quantitative data and scientific knowledge and understanding, with
    • some errors; reasoned comparison between primary and secondary data/information; any anomalous results identified correctly and
    • implications discussed.
    • All trend(s)/pattern(s) described
    • and interpreted correctly with
    • reference to quantitative data
    • and relevant scientific knowledge
    • and understanding; links between
    • primary and secondary data/
    • information evaluated; level
    • of uncertainty of the evidence
    • analysed.
  8. Evaluating (6 Marks)

    Slide 9 - Evaluating (6 Marks)

    • E grade (1-2 marks)
    • C grade (3 – 4 Marks)
    • A grade (5-6 marks)
    • Part 3 Question 4
    • Relevant comments made about the
    • quality of the data and the method
    • used.
    • Answer is simplistic with limited use
    • of specialist terms.
    • Comments made on the quality of the data including accuracy and sources of error, linked to the method of collection; limitations in the method of data collection identified and suggestions for improvement given.
    • Information is relevant and
    • presented in a structured format.
    • Specialist terms are for the most part used appropriately.
    • Detailed and critical consideration
    • given to the data and methods
    • used to obtain them: sources
    • of error and quality of the data discussed and explained,
    • including accuracy, repeatability and uncertainty; limitations of the method identified and suggestions
    • for improvements justified.
    • Information is relevant, clear,
    • organised and presented in a
    • coherent format.
    • Specialist terms are used
    • appropriately.
  9. Justifying a conclusion (6 Marks)

    Slide 10 - Justifying a conclusion (6 Marks)

    • E grade (1-2 marks)
    • C grade (3 – 4 Marks)
    • A grade (5-6 marks)
    • Booklet: Part 3 Questions 5 and 6
    • Conclusion given and hypothesis
    • reviewed using the data collected.
    • Answers simplistic with little scientific
    • understanding.
    • Conclusion given and justified and hypothesis reviewed based on an analysis of the data and information from research and investigation, demonstrating an understanding of
    • the underpinning science.
    • Conclusion given and justified and
    • hypothesis reviewed, based on a
    • critical analysis of the data and
    • information from research and
    • investigation, and clearly linked to
    • relevant scientific knowledge and
    • understanding.
  10. TASK

    Slide 11 - TASK

    • Did you find out what you need to do to achieve maximum marks?
    • Compare the mark-scheme with the practice CA you did – can you identify where you lost marks?
    • Always refer back to the mark-scheme upon starting, reviewing and completing your CA
    • Before next lesson you must prepare a plan on how you will achieve maximum marks in the forthcoming CA.
    • What do you need to focus on?
    • What are the key areas for gaining or losing marks?
    • How can you ensure you gain the marks?
    • The first section is research and should be an easy 5 or 6 marks.
    • YOU can achieve full marks on this part of your GCSE – it is under your control now.