Explaining our research-based teaching model for complex processes

how 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 grow

Evil OCR
BIGGER on islands.

Scientist B: animals grow
SMALLER on

examiner
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 molecules
Evil AQA Speed of molecules

examiner 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 reflect

Evil 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?

A teaching model for complex processes

Gradual release of responsibility
1.Break a complex process into small chunks
2.Teach one at a time, make the thinking visible
3.Give whole-task guided practice, with emphases
4.Provide ‘scaffolds’ for the early stages
5.Achieve fluency with more practice across context
© Association for Science Education and Centre for Science Education 2011

A theoretical basis for the teacing model

Cognitive load theory:
•Connects the mind’s architecture to teaching
•Limited processing capacity = ‘working memory’
•Unlimited long-term memory
•Avoid overload, it stops learning & problem-solving
•Good instruction carefully limits cognitive load


Vecteurs

Le concept de direction établit une relation
entre deux points dans l'espace, c'est-à la
«direction» d'un point à un autre. Par exemple,
la direction du point A au point B peut être
désigné de A à B, tandis que la direction
opposée serait dans ce cas, B-to-A. La direction
est sans dimension, c'est, il n'a pas d'unité de
mesure et représente seulement une ligne de
désigner le sens de partir à (de A à B) sans
aucun sens de «combien» qui est considéré
comme l '"importance" d'une quantité
mesurable.

How we’ve embedded the research/theory

Presents

A tool for GCSE

10
© CSE and ASE 2011 This page may have been changed from the original

To improve your analytical skills by:
● Comparing some physical properties
of copper and aluminium.
● Drawing up a table to organise data.
● Displaying patterns in the data
on a chart or graph.

ELICIT 11
11

Engage - context

discuss

12

Overall task

...and thefts continue to rise.

Could cables
be made from a
less valuable
metal?

discuss
More science
14

Students given data

I’ve done some conductivity tests.
Aluminium looks promising.

Organise my findings
so I can include them
in this report.

15

Breakdown of skill: draw table

1 Complete a table

Choose 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.
SPACES

Collect Check the results
RESULTS as you collect them.

Calculate If it’s clear why a result is
anomalous, leave it out.
AVERAGES

16

Make step-by-step thinking visible

Name X (the independent variable)
and Y (the dependent variable) and
give their units (if they have any).

Current in cable
Type
(amps)
of
metal

Choose this sort of table because
the current has been measured.
It does not need to be
calculated.
17

Make space for each set of
results. If these are repeats,
add space for an average.

Current in cable
Type
(amps)
of
metal 1 2 average

We have 2 results for each
metal so we’ll need an
average column.
18

Next process: draw graph

Aluminium isn’t such a good conductor,
but perhaps we can compensate by
using thicker cables.

Show how the current
changes when the
cable diameter
increases.

19

Breakdown of skill: plot graph

2 Plot a chart or graph
Is X a continuous variable?

NO YES
its 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

Make step-by-step thinking visible
Current in cable (amps)

The independent
variable tested
goes on the
X axis.

The dependent
variable measured
goes on the
Y axis.

Cable diameter (mm) 21

Current in cable (amps) 800

for the Y axis:
600

range = 740-40 = 700

400 700÷8 = 87

Only start at
so round up to 100
zero if some of
200
your results It’s fine to label
are close to
zero. alternate lines.
0


Current in cable (amps) 800

for the X axis:
600

range = 20-5 = 15

400 15÷5 = 3
Each
cm must so round up to 5
be worth
200 the same
number but its neater to label
of units. every other square.

0
10 20 Write the values
on lines – not in gaps.

800
X
Current in cable (amps)

600

400 X

200
X

X
0
10 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 be
Choose Name X (the independent variable) or discrete numbers any number, like length
and Y (the dependent variable) like shoe sizes or temperature
HEADINGS 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 from
Add 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/crucial
RESULTS 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 the
AVERAGES 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 are
needed to get the 12 marks?

6 marks: explanation
6 marks: QWC

Scaffold sheet given to students
Analyser
Worked examples Common patterns
positive correlation
spot the Say what happens to Y as Y Y Y
negative correlation

TREND 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 parts
describe 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
2
give Y
1
Y
B
Y
1 Y Y changes
Choose values to illustrate 1
more slowly
NUMBERS
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 always
COMPARE
upd8.org.uk/crucial upd8.org.uk/crucial gives the same value
A
Use numbers 2 2 A
X
Y Y
numbers 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 X

suggest 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

Teach complex
processes

Teach content and
apply processes


● ‘Reasoner’ uses banning sun beds to teach:
- identify conflicting evidence and weaknesses
- decide how well evidence supports a claim
- suggest further tests

● ‘Communicator’ uses games to teach QWC:
- analyse a question for meaning
- identify key points
- organise them logically


● Limestone (Edexcel) Students battle with
‘sinkholes’ and silence campaigners’
objections to a mega quarry

● Energy transfer (AQA) Students model the
cooling system of a laptop, to get to the bottom
of a fire casualty.

● Heart disease (OCR) Students diagnose and
treat a mysterious A&E hospital case, by
analysing conflicting data.


Sample ‘Application lesson’

Presents

An Application for AQA

35
© CSE and ASE 2011 This page may have been changed from the original

Objectives
● Find out how harmful bacteria form
antibiotic-resistant strains.
● Discover why resistant strains
spread rapidly.
● Draw conclusions from evidence about
new ways of treating infections.

STARTER
ELICIT 36
36

SS3 – 6

Scientists are testing new
weapons against superbugs.

cockroach
brains
honey
silver
nanoparticles
Are any worth funding?
Is there enough evidence
STARTER
to show that they work?
ELICIT 37

SS3
Research SS3

Scientist Simon Lee, UK Scientist U.M. Seraj, Bangladesh

Investigation
Investigation
●grow different types of bacteria on agar plates
●grow two types of bacteria on agar plates
●add cockroach juice and leave overnight at 37 ºC.
●add cockroach brain juice and leave for
two hours at 37 ºC. Results
Results

Zone of clearance (mm)
Type of bacteria Percentage of bacteria
killed

MRSA More than 90

Escherichia coli More than 90

If an antibiotic kills 90% of the Type of bacteria
bacteria, your body’s immune system
can kill the rest.

© CSE and ASE 2011

SS4
Research SS4

Scientist Arne Simon, Germany Scientist Ahmed Sukari Halim, Malaysia.

Investigation
●anaesthetise 36 rats, and make burn
Observations
wounds on them
A 12-year old leukaemia patient
●infect the rat wounds with bacteria
had an MRSA-infected wound.
Doctors treated the wound with ●cover the wounds with honey
antiseptic for 12 days. It did not Results
get better.
Then doctors treated the wound with
Australian medical honey, made from
Manuka flowers. Two days later, the Relative number of
wound had cleared up. bacteria

Manuka
flowers

days after honey dressings applied

© CSE and ASE 2011 © CSE and © CSE and ASE 2011
ASE 2011

SS5

Scientist Nilda Ayala-Núṅez, Mexico

Investigation
●Add silver nanoparticles to resistant bacteria on agar plates.
●Leave for 24 hours at 35 ºC.

Results

Type of resistant Percentage of bacteria
bacteria destroyed after 24 hours
S. pyogenes 99.7
P. aerugionosa 92.8
E. coli 95.7

If an antibiotic kills 90% of the bacteria, your
body’s immune system can kill the rest.

© CSE and ASE 2011

Use this lifeline to make SS6
Reasoner Start here conclusions from the lab data

More than 1 piece of evidence 1 piece of evidence

Does
each piece of evidence Is there any
CHECK support the claim*? evidence to support
EVIDENCE the claim*?

A LOT of support A LITTLE support NO support

Explain HOW WELL the evidence
SUMMARISE supports the claim* overall.
Explain why the
evidence opposes the
claim* or is irrelevant.

Suggest a test to make Say the claim* could
the claim stronger. be wrong. Suggest a
NEXT STEPS Describe the results claim that fits the
you expect if the evidence better.
claim* is correct.

* or hypothesis
© CSE and ASE 2011

upd8.org.uk/crucial

Special offer £100 off! Just like us at

scienceupd8

email: tonysherborne@upd8.org.uk

tonysherborne

Recommandé

Recommandé

Contenu connexe

Plus de Tony Sherborne

Plus de Tony Sherborne (20)

Dernier

Dernier (20)