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WSI Assessment: Runny lava (Exploring 3 in Topic 8Hb)
Planning Obtaining Presenting Considering Evaluating
Developing Students state an aim. With help, or following the They record Students provide a simple Students make a
They state a prediction without a instructions on Worksheet results in a simple description of what was found simple statement
reason. 8Hb-2, students make a table. (e.g. ‘thicker jelly flows a as to how to
They decide on any simple limited number of shorter distance than runny improve the
method. observations (e.g. record jelly’). practical (e.g. ‘use
how far each jelly mixture They may use incorrect the same amount of
They state a piece of apparatus
moves). jelly for each test’).
8H
that they will use (e.g. ‘I will use a terminology.
ramp’).
They identify at least one
appropriate control variable from
a list of choices.
Developing + Students make a prediction with a Students use simple Students plot Students draw a Students suggest
reason. apparatus appropriately simple bar charts straightforward conclusion and improvements in
They select appropriate apparatus and follow instructions where possible identify the evidence that they their work, giving
(e.g. ramp, different jelly mixtures, carefully. (bar charts may have used. simple reasons
stopwatch). In fair tests, they vary one have small errors, They identify simple patterns in (e.g. ‘I should
They decide on an appropriate factor while keeping others such as missing their data and relate their repeat experiment
approach including using a fair the same (which may units, axes labels conclusions to those patterns 1 because I spilt
test to answer a question. require some assistance) and slightly (e.g. ‘thicker chemicals are some of the jelly;
(e.g. they use different jelly inappropriate more ‘sticky’ and don’t move I should use the
They plan to change one variable
mixtures and keep other scales. However, as easily, so they will not run same amount of
and measure another.
factors the same). the bars should as fast’). jelly for each test to
They write a method as a series be plotted make this a fair
of steps, including what they will If questioned, they are They communicate their
able to state clearly the accurately, e.g. test’).
look for (e.g. decide to measure conclusions using appropriate
WS Investigations
intervals between number of cubes
time it takes each jelly to run a scientific language (e.g. use
measurements and the of jelly vs. time
certain distance on a ramp with a the word ‘speed’ correctly).
range of measurements. taken to reach 15
fixed slope). cm down the
They state one way in which they Following instructions,
slope).
and/or others will remain safe. they take action to control
obvious risks to
themselves.
Page 1 of 4
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Planning Obtaining Presenting Considering Evaluating
Securing Students state a prediction with a Students accurately Students use more They interpret numerical data They evaluate their
reason using scientific knowledge. record readings from complex bar charts and draw conclusions from working methods to
They select appropriate apparatus and scales. or scatter graphs to them. make practical
explain why it is appropriate and what it They identify when present data, as They analyse findings to draw suggestions for
does. measurements should appropriate (e.g. any scientific conclusions that are improvements
They state what they will look for and be repeated and carry simple bar charts will consistent with the evidence backed up with
explain why they will look for these out those repeats. be accurately drawn (e.g. ‘the concentrated jelly is scientific reasons
things (e.g. they will see if there is a They act on simple with all the not as runny as the less- (e.g. suggest
connection between the number of suggestions to control appropriate features. concentrated ones, so it takes warming the ramp
8H
cubes of jelly used to make a mixture risks to others as well Or a scatter graph longer to run a certain to the temperature
and the distance it travels down a ramp as themselves may be attempted, distance’). of the jelly to
in a set time). (e.g. identify the need e.g. with jelly mass They point out inconsistencies reduce any effects
to mop up any spilled on the x-axis and and anomalies in their data. due to cooling of
They plan a systematic approach,
water). time taken to travel the jelly while it is
which includes the number and the They communicate these
15 cm on the y-axis). still flowing).
overall range of measurements. using scientific and
(e.g. they plan their own investigation, mathematical language and
possibly with the help of Worksheet conventions (e.g. use terms
8Hb-3; they plan to test at least five such as ‘volume’ and
different jelly mixtures, and explain the ‘concentrated’ correctly).
need to keep slope, volume or mass of
jelly and temperature of jelly the same).
They state some ways in which they
will remain safe and how they will
ensure others stay safe.
WS Investigations
Page 2 of 4
purchasing institution only. This material is not copyright free.
© Pearson Education Ltd 2019. Copying permitted for
Planning Obtaining Presenting Considering Evaluating
Securing + Students state a prediction with a They use methods to They record data and They analyse findings to draw They evaluate
reason using scientific knowledge. collect adequate data features effectively, conclusions that are consistent evidence, making
They explain their hypothesis, for the task, measuring choosing scales for with the evidence and use reasoned
including the relationship between with precision, using graphs and diagrams scientific knowledge and suggestions about
independent and dependent instruments with fine- (e.g. choose scales understanding to explain them how their working
variables. scale divisions for graph to allow and account for any methods could be
Students identify an appropriate (e.g. measure starting graph to occupy inconsistencies in the evidence improved (e.g. ‘I
approach in investigatory work temperature of jelly majority of graph (e.g. ‘I think that the jelly in the could measure how
(e.g. run preliminary trials with ramp and angle of ramp as paper. Express second experiment had too far the jelly went
8H
and jelly to find the angle that gives well as the time). concentration in units much water in it and this is every second to
a suitable spread of results, or to They identify the need such as grams of what caused it to travel faster see if the speed
find an appropriate range of to repeat jelly/volume of water, than I would have expected’). changed during the
concentrations). measurements and and draw an They manipulate numerical experiment’).
observations accurately plotted data to make valid They discuss the
They explain how their chosen
(e.g. repeat results or scatter graph). comparisons and draw valid usefulness of the
apparatus will allow them to collect
data to appropriate degrees of compare results with They decide whether conclusions (e.g. calculate jelly as a model for
accuracy and precision. those from other to include or ignore concentrations in g/cm3 and lava.
groups). inconsistencies and use the measured distance
They take account of some less
They recognise a anomalies in their and time to calculate speed).
obvious variables that need to be
range of familiar risks charts and graphs, They communicate qualitative
controlled.
and take action to pointing these out and quantitative data
They state the number and range of where appropriate.
control them. effectively using scientific
measurements that they will make,
language and conventions
justifying their choices.
(e.g. calculate the speed of the
They identify hazards and describe different jellies, and use words
how to reduce the risks from those such as ‘viscous’ correctly).
hazards, both to themselves and to
others.
WS Investigations
Page 3 of 4
purchasing institution only. This material is not copyright free.
© Pearson Education Ltd 2019. Copying permitted for
Planning Obtaining Presenting Considering Evaluating
Exceeding Students plan appropriate They use methods to Students record data Students analyse findings to Students begin to
approaches and procedures by obtain reliable data, in scatter graphs, draw conclusions that are consider whether
synthesising information from a including making using a curve of consistent with the evidence the data they have
range of sources (e.g. discuss the systematic best fit. (e.g. ‘there are more jelly collected is
need to repeat readings to reduce observations and particles in a certain volume of sufficient for the
inaccuracies and anomalies). measurements with the more concentrated jelly, so conclusions they
They identify key factors in complex precision, using a the attraction between them have drawn
contexts and in which variables range of apparatus makes the jelly more viscous (e.g. comment on
cannot readily be controlled (e.g. (e.g. they plan to and makes it flow more similarities and
8H
discuss the difficulty in keeping the repeat the experiment slowly’). differences
jellies at constant temperature, and with a different slope They use scientific knowledge between jelly and
explain how cooling jelly might to check that the jelly and understanding to explain lava, for instance
become more viscous). concentration has the these conclusions (e.g. ‘the that lava’s viscosity
They explain how their methods will same effect at different more viscous jellies take is determined by its
allow them to account for potential angles). longer to flow, so they have chemical
sources of error that they have They recognise the more time to cool down during composition, not on
identified, so that they can collect need for, and carry the experiment, which will the concentration of
good quality evidence. out, a simple risk make them even more viscous a solution).
assessment. and slow-moving’).
WS Investigations
Page 4 of 4
