Pri app sci_std_file_y6_l5

1 of 17 The National Strategies Primary Assessing Pupils’ Progress in primary science

APP primary science standards file: Ciaran (Year 6 low level 5)

Child profile Ciaran is confident in practical work, and is developing his scientific thinking from a sound base in level 4 to a real impact on the more sophisticated criteria at level 5, across all assessment focuses.

The evidence 1. Investigating light-reflecting surfaces

2. Crisps and healthy eating

3. Filtering

4. Investigating air resistance

5. Investigating friction

6. Points of view

QCDA 01063-2009PDF-EN-11 © Crown copyright 2009


1 Investigating light-reflecting surfaces

Assessment focuses AF4, AF5

Context The class had discussed reflective clothing, and were given the following scenario: It was time for the dolls’ big night out. Children were asked to help the dolls decide which outfit would help them to be seen most clearly by car drivers as they walked along the dark streets of Dollsville.

Children worked in pairs to investigate a selection of materials, in order to arrange them in their order of reflectivity. This was an open-ended exercise, with no guidance given on the method to be used.



The evidence

Teacher’s notes There were significant differences in how children gauged how much light was reflected.

Some simply made a direct judgement of the amount of brightness of light reflected.

Some used magnifying glasses (though usually without a clear purpose).

Some pairs, including Ciaran and his partner, used torches.

Ciaran and his partner also devised a method using a white screen to judge secondary reflection. When asked why, they said:

Partner: It’s easier to tell which is brightest.

Ciaran: The light from the screen is not so bright, and it’s easier to tell not-bright light from hardly any light at all.

They made careful judgements and with several repetitions of each type of material, until they were confident they had the correct order.

When asked what they were doing to ensure fair testing, they pointed out that they used a ruler to make sure that distances from torch to reflector and reflector to screen were always the same.

The two worked well together, both providing ideas and recognising each other’s contributions.

Next steps

Encouragement of evaluation of the effectiveness of working methods while work is in progress, and developing their ideas accordingly.

Use of light sensors and data loggers to provide more reliable data that can be analysed quantitatively.

Assessment commentary Ciaran can recognise and talk about applications of science and the ideas that underpin them. He is able to decide when it is appropriate to carry out a fair test and can explain why particular methods and equipment are appropriate, repeating observations in order to be satisfied with difficult judgements. He generates a conclusion that is matched to the evidence.



2 Crisps and healthy eating

Assessment focuses AF1, AF3, AF5

Context As part of work on healthy eating, children had previously added iodine solution to various foods, including crisps, and had been taught that the foods that turned black contained carbohydrates and were energy-providing foods.

They were taught about the nutritional information on food packaging, including ‘traffic light’ systems and alternative approaches, and had made judgements about whether food manufacturers were concealing information.

They looked, in particular, at different types of crisps, and recorded how much fat and salt each contained in order to investigate which are the healthiest. They chose to present results either as bar charts or in tables.



The evidence



Teacher’s notes Ciaran gave fat and salt quantities in grams rather than in grams per specified mass of crisps. When this was pointed out to him he said that the amounts were all ‘per packet’, and that packets all had the same ‘weight’ of crisps.

He said it was difficult to say which crisps were the healthiest as those with the least amount of fat (Skips) did not have the least amount of salt, and those with least amount of salt (Wotsits) did not have the least amount of fat.

Next steps

Consideration of other investigations where the question being asked may not provide definitive answers.

Assessment commentary Ciaran relates the science, including the secondary data that he has collected, to health issues. He chooses appropriate presentation of data and draws a valid conclusion, emphasising uncertainty from the two sets of data.



3 Filtering


Context After discussion about the work of Northumbria Water in getting water from the Kielder Reservoir to our homes, pairs of children were each given a tablespoon of mud from the school field and they mixed this with 200 ml of water. They were asked to get the muddy water as close to ‘drinkable’ as possible, without using any further water.

A wide selection of materials was available. This included:

sieves

several kinds of fabric

high and low quality filter paper

funnels

beakers

buckets.



The evidence



Teacher’s notes

Ciaran and his partner used the equipment in a logical sequence, starting with coarse filtering and finishing with the high quality filter paper, and cleaned the water significantly. He explained that he and his partner agreed on a filtration approach and decided together the order in which they would use the various filters.

Next steps

Work on water-borne diseases, including information research in which children act as ‘specialists’ on different infections, linking with work in geography and Personal, Social, Health and Economic Education (PSHEE).

Assessment summary Ciaran uses abstract ideas about particles when describing water purification, linking technological applications to underpinning science. He uses appropriate forms of scientific language and is able to justify the use of particular items of equipment in their appropriate order.



4 Investigating air resistance

Assessment focuses AF1, AF3, AF4, AF5

Context The children used templates provided by the teacher to make spinners of three different sizes, and they were asked to investigate how the size of the spinner affects its speed as it falls.

The children worked in pairs, and no further guidance was given to them by the teacher.

The evidence Does the size of a spinner affect the speed it travels?

To investigate this question we set out a fair test to show the effects of air resistance on a spinner. Our fair test beginning like this, we stood on a table and dropped the spinners from a certain height. We timed the spinner as it dropped (shown by the diagram below).



We found that the spinner with the least air resistance was the medium, as its time was 0.95 sec – the quickest time. This was a weird result because we thought that the small spinner should have been the one to hit the ground before the others because it would have the least air resistance. The problems in this test are that whenever someone says GO to drop the spinner some people have different reactions – for example, someone might click the stopwatch too early or too late. The same as when you stop the stopwatch when the spinner hits the floor. Also the person dropping the spinner may accidentally push the spinner up a little or they may not hold the spinner at the same height for each drop.

Teacher’s notes Ciaran said that the circles on his diagram represented air particles which push up against the surface of the spinner.

Next steps

Discussion of use of decimal places in practical measurements, and consideration of sensible degrees of accuracy for scientific measurements.

Encouragement to make practical suggestions for improving working methods when considering how effective they are.

Assessment commentary Ciaran uses abstract ideas in this work, and uses the appropriate notation to represent the forces involved. He shows that he can present a simple set of scientific data appropriately, making repeated measurements and calculating the mean speed. He discusses unexpected results, suggesting plausible explanations.



5 Investigating friction


Context During work on friction, children were shown several pictures of goalkeepers from the 1960s and 1970s and asked if they noticed anything surprising. They were quick to spot that goalkeepers in those days did not wear gloves.

They were then put in role as scientists working for a research company who had been approached by a well-known sportswear firm to develop a new range of ‘Supa-Grip’ goalkeeper gloves. They were asked to investigate the best material for the palms of the gloves.

The children were given a range of six different materials, each providing different amounts of friction, asked to devise their own fair test and record their results in a table provided. They had previously been taught to measure using forcemeters, and were familiar with making sense of varying results by finding the mean.

The children were then asked to present their recommendations for the most suitable material for the new gloves, with explanations. They were also asked to suggest other tests that it would be necessary to carry out to determine this material’s general suitability.



The evidence



Teacher’s notes Ciaran worked with his partner, placing the 1 kg mass on the various materials and measuring the force required in order to move each material. During the investigation he made suggestions about how to use the forcemeter safely – he knew that the spring might fly out of his partner’s hand, and suggested wearing safety glasses when taking measurements from the forcemeter at close range.

Next steps

Development of the investigation further to work with two continuous variables (mass used and force required to move the mass).

Encouragement of the evaluation of the effectiveness of working methods while work is in progress, and developing their ideas accordingly.

Assessment commentary Ciaran links applications to underpinning scientific ideas. The provision of a table here prevents him from demonstrating his own skills, but he carries out a fair test, and identifies possible risks. While he incorrectly calculates averages, he remains able to draw a straightforward conclusion.



6 Points of view

Assessment focus AF2

Context For work on literacy, children are required to produce some writing on balanced arguments. They were asked to identify arguments for and against scientific research using animals, and to find some examples. They completed this as a homework task.

The evidence

Next steps

Further activity to explore opinions in different contexts, including use of additives in water and in food, and application of technologies to sports.

Looking at the difference between opinion and scientific evidence and how evidence rather than opinion should be used to support or challenge scientific arguments.

Assessment commentary Ciaran describes different viewpoints held by a range of people about scientific developments, and identifies some ethical and moral issues.




Assessment summary AF1 Thinking scientifically

Ciaran works with abstract ideas and models using particle ideas and scientific ideas about reflection, friction and forces.

AF2 Understanding the applications and implications of science

In work on the use of animals for research he can provide simple descriptions of different points of view on a science-related topic, identifying ethical and moral issues. Elsewhere he links applications to underlying science, such as in the importance of friction in goalkeepers’ gloves.

AF3 Communicating and collaborating in science

Ciaran can use appropriate scientific and mathematical conventions and terminology and recognises the importance of collaboration with others in practical activity. He would, however, benefit from being provided with opportunities to work more regularly with quantitative data to develop presentation and analytical skills.

AF4 Using investigative approaches

Ciaran not only selects appropriate equipment when given a free choice, but can provide valid reasons for doing so. He chooses to repeat measurements where appropriate, although this suggests a greater precision than is justified by using too many decimal places in values. This will improve through further work with quantitative data.

AF5 Working critically with evidence

Ciaran is able to provide explanations for varying values, and draws valid conclusions using detailed evidence.

Overall assessment judgement

Ciaran can be judged to have made a move onwards into low level 5. He satisfies a significant number of criteria in all assessment focuses at that level, although not always with confidence. This sample of evidence is drawn from two terms’ work.



APP primary science assessment guidelines: levels 4 and 5

AF1 – Thinking scientifically AF2 – Understanding the applications and implications of science

AF3 – Communicating and collaborating in science

AF4 – Using investigative approaches

AF5 – Working critically with evidence

Across a range of contexts and practical situations pupils:

Use abstract ideas or models or more than one step when describing processes or phenomena

Explain processes or phenomena, suggest solutions to problems or answer questions by drawing on abstract ideas or models

Recognise scientific questions that do not yet have definitive answers

Identify the use of evidence and creative thinking by scientists in the development of scientific ideas


Describe different viewpoints a range of people may have about scientific or technological developments

Indicate how scientific or technological developments may affect different groups of people in different ways

Identify ethical or moral issues linked to scientific or technological developments

Link applications of science or technology to their underpinning scientific ideas


Distinguish between opinion and scientific evidence in contexts related to science, and use evidence rather than opinion to support or challenge scientific arguments

Decide on the most appropriate formats to present sets of scientific data, such as using line graphs for continuous variables

Use appropriate scientific and mathematical conventions and terminology to communicate abstract ideas

Suggest how collaborative approaches to specific experiments or investigations may improve the evidence collected


Recognise significant variables in investigations, selecting the most suitable to investigate

Explain why particular pieces of equipment or information sources are appropriate for the questions or ideas under investigation

Repeat sets of observations or measurements where appropriate, selecting suitable ranges and intervals

Make, and act on, suggestions to control obvious risks to themselves and others


Interpret data in a variety of formats, recognising obvious inconsistencies

Provide straightforward explanations for differences in repeated observations or measurements

Draw valid conclusions that utilise more than one piece of supporting evidence, including numerical data and line graphs

Evaluate the effectiveness of their working methods, making practical suggestions for improving them

L5

L4


Use scientific ideas when describing simple processes or phenomena

Use simple models to describe scientific ideas

Identify scientific evidence that is being used to support or refute ideas or arguments


Describe some simple positive and negative consequences of scientific and technological developments

Recognise applications of specific scientific ideas

Identify aspects of science used within particular jobs or roles


Select appropriate ways of presenting scientific data

Use appropriate scientific forms of language to communicate scientific ideas, processes or phenomena

Use scientific and mathematical conventions when communicating information or ideas


Decide when it is appropriate to carry out fair tests in investigations

Select appropriate equipment or information sources to address specific questions or ideas under investigation

Make sets of observations or measurements, identifying the ranges and intervals used

Identify possible risks to themselves and others


Identify patterns in data presented in various formats, including line graphs

Draw straightforward conclusions from data presented in various formats

Identify scientific evidence they have used in drawing conclusions

Suggest improvements to their working methods, giving reasons

BL

IE

Overall assessment (tick one box only) Low 4 Secure 4 High 4 Low 5 Secure 5 High 5