Transcript AF1 – Thinking scientifically LEVEL 3

AF1 – Thinking
scientifically
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AF1 – Thinking scientifically
LEVEL 3
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AF1 – Thinking scientifically: LEVEL 3
Teacher’s notes
• With guidance, Pupil M linked
the idea that particles move
faster in hotter oil with the faster
flow, and with this help he has
used a model to write an
explanation of a phenomenon.
However, he was not yet using a
particle model independently to
explain observed behaviour.
Science APP standards file: Pupil M p.7
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AF1 – Thinking scientifically
LEVEL 4
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AF1 – Thinking scientifically: LEVEL 4
Teacher’s notes
•
Pupil R demonstrated an
understanding of scientific ideas
in her depiction of food chains,
each of which included four
different organisms. The first food
chain has been represented twice
and, in the diagrammatic version
shaped like a fish, there is a
minor error in that she has drawn
the chain as a cycle. She also
included a shark in the second
food chain, which is not a typical
organism found in a rock pool.
Science APP standards file: Pupil R p.2
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AF1 – Thinking scientifically
LEVEL 5
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AF1 – Thinking scientifically: LEVEL 5
Teacher’s notes
•
Pupil S explained disease by
drawing on abstract ideas,
describing microbes, and
distinguishing between
bacteria and viruses by their
susceptibility to antibiotics, but
made no indication of the
important point of relative
scale of different microbes. Her
labels gave the sizes of
bacteria and viruses as the
same. Talking through the work
with her, she was able to draw
out some significant
differences between bacteria
and viruses.
Science APP standards file: Pupil S p.2
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AF1 – Thinking scientifically
LEVEL 6
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AF1 – Thinking scientifically: LEVEL 6
Teacher’s notes
•
Pupil A uses abstract ideas when
explaining the reaction process,
taking more than one factor into
account. The written explanation of
the effect of concentration
successfully uses a sophisticated
particle explanation. She relates
the concentration of the acid to the
number of particles and to the
frequency of collisions affecting
the rate of reaction. Her attempt to
provide a visual representation
was less successful because she
tried to do more than was possible
in the limited time. She would have
done better by drawing a pencil
sketch onto a print-out of her work,
rather than trying to use the
computer to create graphics.
Science APP standards file: Pupil A p.6
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AF1 – Thinking scientifically
LEVEL 7
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AF1 – Thinking scientifically: LEVEL 7
Teacher’s notes
•
Pupil D wrote a concise step-by-step
account of the motion and forces acting on
the sky diver. His explanation connects
ideas of balanced and unbalanced forces
with overall net force, and consequent
acceleration or deceleration.
Science APP standards file: Pupil D p.5
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AF1 – Thinking scientifically
LEVEL 8
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AF1 – Thinking scientifically: LEVEL 8 (1)
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AF1 – Thinking scientifically: LEVEL 8 (2)
Teacher’s notes
•
Pupil P brought ideas together from different areas of science, explaining the nature of starch including its
relationship to glucose, by referring to chemical structure (in non-technical but correct terms), photosynthesis,
respiration and digestion.
Science APP standards file: Pupil P p.5
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