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GCSE ready intervention tasks TABLE OF CONTENTS Page Introducing GCSE science ready

The AQA Key Stage 3 Syllabus

Key features of each intervention task

AQA Syllabus references by intervention task

Forces 1

Electromagnets 1

Energy 1

Waves 1

Matter 1

Reactions 1

Earth 1

Organisms 1

Ecosystems 1

Genes 1

Forces 2

Electromagnets 2

Energy 2

Waves 2

Matter 2

Reactions 2

Earth 2

100

Organisms 2

105

Ecosystems 2

110

Genes 2

115

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GCSE ready intervention tasks INTRODUCING GCSE SCIENCE READY What is GCSE science ready? GCSE science ready provides teachers with the tools to help them judge how far students have mastered the key ideas and skills at Key Stage 3, and then to respond in an innovative and effective way to ensure they have achieved mastery before GCSE. It is a teaching tool of two parts. ●

The first part consists of 40 transition tests which assess the entire AQA KS3 Science Syllabus, split into ‘before’ and ‘after’ tests, which cover the same syllabus content, but in slightly different ways to discourage rote learning. The ‘before’ tests diagnose gaps and weaknesses and the ‘after’ tests provide a second round of testing to ensure learning is embedded.

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The second part consists of 20 intervention tasks which provide a ready-made and targeted teaching response to gaps or weaknesses diagnosed by the tests. The intervention tasks mirror the topics covered by the tests to provide specific intervention solutions for areas highlighted by the testing.

At its heart this is a process that can be referred to as Assess – Teach – Assess and provides accurate progress monitoring as well as longevity of learning. In order to make teaching more effective, we need to have a clear idea about what has been mastered and what is still developing. In order to then have a positive impact upon student progress and outcomes, we need to be able to intervene and revisit ideas. Reassessing then allows us to gauge how far pupils have come. We have worked hard to ensure this resource is highly relevant for teachers, saving time and supporting successful outcomes. To this end we have made sure that: ●

The content is fully matched to the content, principles and organisation of the AQA Syllabus; its 10 big ideas and 16 enquiry processes.

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The content is aligned with the GCSE 9–1 assessment objectives, required mathematical knowledge and working scientifically skills to ensure it supports GCSE mastery.

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Tests and interventions provide clear diagnoses of problem areas and support for struggling students, as well as indicating areas for progression and extension activities for exceptional students.

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All resources are provided in Word on CD-ROM allowing teachers to edit and print as required.

How should it be used? The books are designed to be used flexibly according to need; it is not a publication that has to be used in one specific way in order to work effectively. There are a number of ways in which these materials can be used. 1.

Bespoke to AQA but relevant to all specifications: This tool is bespoke to the AQA KS3 Science Syllabus and is ideal for those who are using this structure in their teaching. However, this tool could equally be used with an existing scheme of work as it comprehensively covers all the key concepts and skills in the National Curriculum and it clearly outlines the topics each test and intervention cover.

Use in class, at school or at home: Time is precious at Key Stage 3 and each teacher will have a different approach to assessment and intervention activities and where they can be best integrated. The tests can be set in class, during personal study time or for homework. Intervention tasks can be set as active class activities, group discussion points or amended as homework questions.

Use in a formative or summative way at KS3 or GCSE: The materials are designed to be used flexibly in response to how KS3 and GCSE is taught and how the class is progressing. Whether used consistently after each KS3 unit to ensure learning is embedded; in response to a particularly challenging topic; at the end of each year of KS3 to feed into revision; or just before GCSE to ensure students are ‘GCSE ready’, it will provide detailed guidance on what pupils have ‘got’ and what they are struggling with. The intervention tasks will provide a ready-made solution.

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GCSE ready intervention tasks

1. Forces 1 LEARNING CONTEXT AQA Big idea: 3.1 Forces AQA Strands: 3.1.1 Speed 3.1.2 Gravity AQA Enquiry processes: 2.4 Present data 2.9 Collect data Focus of this task: Describing the motion of falling objects How this provides GCSE readiness: Calculating the speed of an object using the distance travelled and time taken is an important skill in GCSE specifications and a key idea that underpins knowledge of acceleration, velocity and braking and stopping distances. Gravity as a force that causes acceleration is also linked to the speed at which objects travel and their terminal velocity. Diagram showing the relationship of teaching topics

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Speed

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Mass

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Repeatable

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Average speed

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Gravitational field strength

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Bar chart/column graph

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Relative motion

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Field

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Line graph

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Acceleration

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Range

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Pie chart

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Weight

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Interval

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Line of best fit

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Non-contact force

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Control group

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Scatter graph

TEACHING TASK The idea Gravity is an attractive force between two masses that causes them to come together. For example, the gigantic mass of the Earth pulls us puny humans towards it. This is most noticeable when humans hurl themselves from planes. They accelerate rapidly towards the earth until reaching their terminal velocity; the constant speed that results from the force of gravity being equalled by the force of resistance of the medium they are falling through, in this case, air. The resistance of the air prevents the body from getting any faster, there is 0 acceleration and the speed is constant. Rapid deceleration can then be caused by the simple act of opening a parachute and increasing the resistance. Eliciting studentsâ€™ ideas Ask: If gravity is a force that causes objects to accelerate towards the ground at the same speed (9.81m/s), why do objects fall at different speeds? Use a piece of paper and a small pen and ask the students which weighs more and which they would expect to hit the floor first. Then take two more sheets of paper and crumple one of them into a ball. Ask if the mass of the two pieces of paper is the same and, again, which will hit the floor first? Students should come to the idea that air resistance affects how fast the objects fall. Ask students to consider if they have the same air resistance, will the objects fall at the same rate?

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GCSE ready intervention tasks The task Provide the students with 10 cupcake cases each. Show them how, by placing one inside the other, they can change the weight but keep the shape of the object and, therefore, the air resistance it will experience, the same. Ask students to design an experiment to find out if the mass of the cupcake cases affects the speed at which they fall. They should devise their own hypothesis, for example, the greater the mass, the less time it will take for cupcake case to fall. Equipment required ●

10 cupcake cases per group

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a location where cupcakes can be dropped from a height (for example, a stairwell, from the stage, out of a safe window, or even just from arm’s length – so long as over a metre)

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a stopwatch

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slow motion capable smartphones or cameras (if possible)

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graph paper

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rulers

QUESTIONS AND ACTIVITIES KNOW ●

Represent those forces indicating name and direction and compare their size.

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Use the formula: speed = distance (m)/time (s) to calculate the speed of your falling cupcake cases.

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What does acceleration mean?

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What is the name of the force that works against gravity?

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What would happen to the acceleration of the cupcake case as this force gets bigger?

APPLY ●

What forces are acting on the cupcake case as it reaches its terminal velocity?

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Represent those forces on a diagram indicating name and direction and compare their size.

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As an observer of your falling cupcake case, describe how the speed varies during the drop.

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Imagine you are a cupcake case that is dropped at the same time as another. Describe what you would observe as you fall with your fellow cupcake case; what would the other cupcake case’s speed look like relative to you?

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What happens to the force of air resistance as the cupcake case speeds up?

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What happens when the force of air resistance and the force of gravity are the same?

EXTEND ●

Explain, in terms of forces, why the cupcake case starts to accelerate when you let go of it.

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Explain, in terms of forces, why the cupcake case does not accelerate when you are holding on to it.

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How are the forces of gravity and air resistance different?

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What force would you say gravity is most similar to and why?

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Why is there no apparent gravity in space?

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How can you prove that the force of gravity is still there, but is just weaker?

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How do gravity and air resistance help and hinder space programs?

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GCSE ready intervention tasks INTERPRETING STUDENT RESPONSES AND PROBING UNDERSTANDING Where previous questions have helped to explore students’ knowledge, these bullet points outline only what is required for mastery of the topic and extension of that knowledge, so it is easy to assess progress throughout the activity. Research shows that some students hold misconceptions in this area, including: ●

Thinking that an impelling force can become part of an object.

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Thinking in the case of two opposing forces that the greater force wins, with it then becoming the total acting force.

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If an object is slowing down, a force that was moving it forward must be decreasing.

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If an object’s speed is decreasing, a force that is retarding the object’s motion must be increasing.

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A moving object has a force within it that keeps it moving.

References to these can be found in the AAAS meta study on misconceptions in science.

KNOW ●

Can the student identify the various forces that are acting on the cupcake case at different stages of the experiment?

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Can they recognise that gravity is a constant force?

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Can they display the data they have gathered?

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Can they calculate speed using a formula and their results? For example, for falling cupcake cases, students should be able to recognise that:

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Gravity is a constant force that causes acceleration towards the Earth.

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Cupcake cases will experience more air resistance the faster they go.

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Speed can be calculated using the formula speed = distance (m)/time (s).

A key idea is that a zero resultant force causes zero acceleration, this will occur when the object is stationary AND when the object is at terminal velocity. It is worthwhile probing this a little to avoid students thinking that all moving objects (even those travelling at constant velocity) have non-zero resultant forces acting on them.

APPLY ●

Can the student identify the direction and size of each of the forces?

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Can they suggest the overall size and direction of the resultant force?

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Can they recognise that observers travelling at the same speed as an object will observe the object as not moving?

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Can they suggest ways of improving their experiment?

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How could they improve the way they displayed the data? For example, for falling cupcake cases, students should be able to recognise that:

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These forces can be represented by arrows of different sizes and with zero resultant force, the forces are equal and opposite.

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An observer at the same speed as a moving object will observe the object as stationary whilst the world around them moves. This can also be observed on two moving trains next to each other.

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Experiment can be improved by more precise timing of the drop. Use of a slow motion camera would help identify when the case has hit the floor.

EXTEND ●

Can the student equate a non-zero resultant force with acceleration?

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Can they equate a zero resultant force with constant speed or the object being stationary?

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Can they suggest forces that act in a similar way to gravity?

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Can they describe how air resistance is different to gravity?

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GCSE ready intervention tasks For example, for falling cupcake cases, students should be able to recognise that: ●

When the cupcake is accelerating, the force of gravity is larger than the force of air resistance. As the cupcake case reaches terminal velocity, gravity remains the same, but air resistance increases. At terminal velocity, the two forces are equal and the resultant force is zero. Before the cupcake case is dropped, the reaction force from the hand is equal to the force of gravity – a zero speed, zero resultant force.

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A similar force could be magnetic force, as it acts at a distance and is attractive, like gravity.

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Air resistance is dissimilar because it is a contact force that slows down the object and works in the opposite direction to travel, much like friction.

FURTHER IDEAS FOR INTERVENTION TASKS It is important to recognise ideas that have been mastered and to consider the next steps in learning. The area of mastery (e.g. apply) provides a useful stem for giving feedback to students. Depending on the profile of progress, it might be appropriate to organise some further intervention. Examples of this might include: ●

Provide the students with a diagram of one cupcake case being held before it is dropped. Draw force diagrams of the entire journey of the cupcake case. immediately on being dropped

shortly after being dropped

1 second after being dropped

air resistance

weight

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Discuss the motion of an air-powered bottle rocket that is fired into the air and compare the forces in action. When the rocket is fired, air resistance will work in the same direction as gravity. When the rocket reaches the highest point of its launch and begins to fall, air resistance will then work in the opposite direction. Students can discuss the combined effect of gravity and air resistance for the launch, especially the magnitude of air resistance, which will be highest soon after launch and then decrease.

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Discuss the effects of gravity at a distance and consider the orbits of the planet. If a planet suddenly halted in its sideways trajectory as it orbited the Sun, what would happen next? If, suddenly, all motion in the universe was halted, what would happen next? Why are planets able to maintain orbits for such a long time? What would happen if they slowed down/sped up?

APPENDIX: AQA syllabus statements covered in this task a) Speed of an object Area of mastery

Objectives relating to the speed of an object

Know

If the overall, resultant force on an object is non-zero, its motion changes and it slows down, speeds up or changes direction.

Apply

Describe how the speed of an object varies when measured by observers who are not moving, or moving relative to the object.

Extend

Predict changes in an object’s speed when the forces on it change.

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GCSE ready intervention tasks b) Gravity Area of mastery

Objectives relating to gravity acting on an object

Know

Every object exerts a gravitational force on every other object. The force increases with mass and decreases with distance. Gravity holds planets and moons in orbit around larger bodies.

Apply

Draw a force diagram for a problem involving gravity.

Extend

Compare and contrast gravity with other forces.

c) Working scientifically Area of mastery

Present data

Know: individual skills

Decide the type of chart or graph to draw based on its purpose or type of data. Design a table for the data being gathered. Label the x axis with the name of the independent variable and the y axis with the dependent variable. Write unit labels on the axes. Decide which numbers to start and finish with on each axis. Mark out an equal scale showing what each square of graph paper represents. Draw a straight line or a curve of best fit through the points.

Know: integration

Select a good way to display data. Draw line graphs to display relationships.

Apply: understand principles

Explain why different kinds of data are better displayed on different kinds of graphs. Explain the choice of starting point for axes, zero or non-zero. Explain the choice of a straight line or curve of best fit. Explain the choice of type of graph.

Area of mastery

Collect data

Know: individual skills

Choose a suitable range for the independent and dependent variable. Gather sufficient data for the investigation and repeat if appropriate. Prepare a table with space to record all measurements. Check that the measuring instrument can measure the complete range of the independent variable. Check you can detect differences in the dependent variable. Use the measuring instrument correctly. Carry out the method carefully and consistently. See if repeated measurements are close. Remove outliers and calculate mean of repeats.

Know: integration

Choose range and interval of readings. Test suitability of measuring instrument. Gather data, minimising errors.

Apply: understand principles

Explain why having a large range or many readings leads to accurate data. Describe the factors that influence the choice of range and interval for the variables.

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GCSE ready intervention tasks

2. Electromagnets 1 LEARNING CONTEXT AQA Big idea: 3.2 Electromagnets AQA Strands: 3.2.1 Voltage and resistance 3.2.2 Current AQA Enquiry processes: 2.10 Devise questions 2.11 Plan variables Focus of this task: Modelling voltage and resistance How this provides GCSE readiness: Having a good understanding of voltage, current and resistance within a circuit is key to being able to understand relationships between them and being able to use and manipulate formulae, such as V=IR Diagram showing the relationship of teaching topics

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Key words Potential difference (voltage)

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Electrons

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Scientific enquiries

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Charged up

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Variable

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Resistance

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Electrostatic force

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Independent variable

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Electrical conductor

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Current

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Dependent variable

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Electrical insulator

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In series

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Correlation

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Negatively charged

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In parallel

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Control variable

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Positively charged

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Field

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TEACHING TASK The idea Current, voltage and resistance within a circuit are all closely linked. Current is directly proportional to the voltage and inversely proportional to the resistance (I=V/R). At a constant resistance, an increase in the voltage will result in an increase in current. At a constant voltage, an increase in resistance will result in a decrease in current. These ideas can be modelled to improve studentsâ€™ understanding.

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GCSE ready intervention tasks Eliciting students’ ideas Have ready on the desk two 2-litre bottles of water, one with a thin tube coming out of it and one with a thick tube coming out of it. Ask students which bottle will empty first. Ask students which one, therefore, has the least resistance. Tell students that this is a very simple model for part of an electrical circuit. The water bottle represents the voltage – how much potential electrical energy there is to drive a current – the different size tubes represent the resistance of the wire and the water represents the flow of electrons. Begin a discussion about what makes it a good model and what are its limitations. Ask students how you could show a bigger potential difference/voltage (bigger bottle of water). How could you increase the potential difference/voltage of a circuit in real life? The task Students will create their own model for voltage and resistance in a circuit. It should cover differences in resistance and voltage and they should explain what the effects of those would be on current. This could be an analogy, a physical model, role-play or a drawing of a model. Here is a simple electrical circuit to demonstrate how the diagram may look. There is also a diagram of a simple water circuit as this provides a useful analogy for an electrical circuit that students might find helpful. line

resistor

switch

voltage source

pump

A simple electrical circuit and a simple water circuit which provides a useful analogy Equipment required ●

pens and paper

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optional simple electrical equipment

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crafting materials, such as modelling clay

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trays for students who may want to use water in their model

QUESTIONS AND ACTIVITIES KNOW ●

What is current a flow of?

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What effect does more resistance have on the current?

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What effect does a bigger voltage have on the current?

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Do electrons have a positive or negative charge?

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In a circuit, do electrons flow from positive to negative, or from negative to positive?

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Is your circuit a series or parallel circuit?

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What are the variables in this experiment?

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GCSE ready intervention tasks APPLY ●

What will happen to the current if a component with a high resistance is placed in your circuit?

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How does your model explain voltage, current and resistance?

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What represents the voltage, current and resistance in your circuit?

EXTEND ●

Analyse your model, what are the things it explains well, what are the limitations?

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How does your model explain the effect of voltage on current in a circuit?

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How does your model explain the effect of resistance on current?

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How would your model change if your ‘battery’ had almost run out?

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How would you model the use of an LED, the correct way round and the wrong way round, in your circuit?

INTERPRETING STUDENT RESPONSES AND PROBING UNDERSTANDING Where previous questions have helped to explore students’ knowledge, these bullet points outline only what is required for mastery of the topic and extension of that knowledge, so it is easy to assess progress throughout the activity. Research shows that some students hold misconceptions in this area, including: ●

Electrical sources, such as batteries, transfer energy all the time, even when there is not a complete circuit.

KNOW ●

Can the student identify that current is a flow of electron/charge?

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Can they recognise that electrons are negative and flow from negative to positive?

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Can they use evidence to support their ideas?

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Can they suggest a way of testing a hypothesis about this?

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Can they identify the variables they are modelling? For example, for a circuit, students should be able to recognise that:

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Electricity flows from the negative terminal of a battery to the positive.

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Electrons have a negative charge and are repelled by like charge and attracted by an opposite charge.

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They can test this idea by adding an LED to a circuit the wrong way round and the right way round, to prove current flows only in one direction.

APPLY ●

Can students suggest what will happen to the current when the resistance is increased?

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Can they create a model to demonstrate this?

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Can they suggest ways to apply their model to both series and parallel circuits?

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Can they devise a way of modelling voltage and current?

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Can they suggest what alters the size of each of these factors? For example, for a circuit, students should be able to recognise that:

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A model including resistance will reduce the current, for example, a narrower water pipe will slow down the water flowing through.

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In parallel circuits, with different resistance on each loop, there will be lower current where there is higher resistance and be higher current where there is lower resistance.

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Voltage could be modelled by a full container of a substance, i.e. water in a bottle. As the bottle empties, the voltage is less, until there is not sufficient voltage to push the substance around the circuit. Current could be the flow of a substance, i.e. water flowing around the circuit.

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GCSE ready intervention tasks EXTEND ●

Can students identify the limitations of their model?

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Can they explain how their model shows voltage, current and resistance?

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Can they suggest improvements to their model?

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Can they suggest how components could be modelled in their circuit? For example, for a circuit, students should be able to recognise that:

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A model is useful for explaining abstract ideas, but cannot convey all aspects of the phenomena, for example, water round pipes only considers the flow of electrons, not the fact that they are charge carriers that allow energy to be transferred and work to be done.

●

Their model should have a ‘battery’ providing voltage, a substance flowing modelling current and a resistive force modelling resistance.

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In terms of an LED, they could include a water wheel that will only turn in one direction.

Providing students in class with electrical components to allow them to experience voltage, current and resistance working in a real-life situation. The use of ammeters and voltmeters can provide data which can be used to calculate the resistance. Students can then apply ideas about how current, resistance and voltage are related, make changes to their circuits and predict the reading they may see when the circuit is turned on again.

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This can be extended to a structured discussion about what the variables are and which are controlling which. Students can be supported to identify that increasing the voltage affects the flow of current, as does changing the resistance.

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Revisiting ideas about energy transfer using rechargeable batteries. Discuss how, when a battery is charged, all of the electrons are at the negative terminal of the battery and want to reach the positive terminal, but inside the battery they are divided. The only way to bridge the gap is to travel around a circuit. When the circuit connects, the flow of electrons can begin and this results in a current. When there is no longer a build-up of negative charge, there is no voltage, so no current will flow. To recharge the battery, work must be done to send all the electrons back to the negative terminal of the battery. This idea could be modelled using role-play in the classroom.

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Considering the application of ideas in the home. Provide students with a shoe box and ask them to design a circuit that powers an internal and external light that can be turned on and off independently. To extend, add extra rooms or a master switch that controls all of the lights.

APPENDIX: AQA syllabus statements covered in this task a) Voltage and resistance Area of mastery

Objectives relating to voltage and resistance

Know

We can model voltage as an electrical push from the battery, or the amount of energy per unit of charge transferred through the electrical pathway. In a series circuit, voltage is shared between each component. In a parallel circuit, voltage is the same across each loop.

Apply

Use an analogy like water in pipes to explain why part of a circuit has a higher resistance

Extend

Predict the effect of changing the rating of a battery or a bulb on other components in a series or parallel circuit.

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GCSE ready intervention tasks b) Current Area of mastery

Objectives relating to current

Know

Current is a movement of electrons and is the same everywhere in a series circuit. Current divides between loops in a parallel circuit and combines when loops meet, lights up bulbs and makes components work.

Apply

Describe how current changes in a series and parallel circuits when components are changed.

Extend

Evaluate a model of current as electrons moving from the negative to the positive terminal of a battery, through the circuit.

c) Working scientifically Area of mastery

Devise questions

Know: individual skills

Identify an observation that could be recorded or measured over time. Write a question in the format ‘How does... change over time?’ Identify a dependent variable. Identify an independent variable. Write a question linking variables in the form ‘How does... affect...?’ Identify two variables which may show a correlation. Write a question in the form ‘Is there a correlation between… and…’

Know: integration

Write an observation enquiry question. Write a fair test enquiry question. Write a pattern seeking enquiry question.

Apply: understand principles

Explain which type of enquiry is best for answering a given scientific question. Explain whether a given question can be investigated scientifically.

Area of mastery

Plan variables

Know: individual skills

Decide how to vary the independent variable between planned values. Decide how to measure the dependent variable. List all the variables that could affect the dependent variable. Select important control variables. Identify how to control each control variable. List variables you cannot control.

Know: integration

Plan method. Identify control variables. Control the variables.

Apply: understand principles

Explain why some variables are difficult to control. Describe how controlling variables is important in providing evidence for a conclusion.

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GCSE ready intervention tasks

3. Energy 1 LEARNING CONTEXT AQA Big idea: 3.3 Energy AQA Strands: 3.3.1 Energy costs 3.3.2 Energy transfer AQA Enquiry processes: 2.3 Draw conclusions 2.5 Communicate ideas Focus of this task: Energy resources and transfers between energy stores How this provides GCSE readiness: Understanding the concept of energy shifting between energy stores is key to being able to utilise the GCSE physics formula. Whilst energy cannot be created or destroyed, it can dissipate and be â€˜lostâ€™ though unwanted energy transfers. The energy transfers involved in generating electricity is a good topic to which knowledge of energy transfers can be applied. There are many energy resources which can be used to generate electricity, each with different efficiencies and different energy transfers between stores. Diagram showing the relationship of teaching topics

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Power

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Thermal energy store

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Elastic energy store

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Energy resource

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Chemical energy store

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Dissipated

â—?

Non-renewable

â—?

Kinetic energy store

â—?

Secondary data

â—?

Renewable

â—?

Real difference

â—?

Fossil fuels

Gravitational potential energy store

TEACHING TASK The idea The technological age has rendered humans reliant on the production of electricity. Unfortunately, current estimates of fossil fuel resources predict we will have depleted the remaining resources within the next 50â€“250 years at current levels of electricity demand. There are alternatives to providing the electricity we need which are renewable resources, that is, they will not run out. Eliciting studentsâ€™ ideas Ask students to write down how their daily routine would change without fossil fuels. The may initially reply with very little, but once discussion unveils that everything from electricity to motor vehicles rely on fossil fuels, their daily routine might change dramatically. The task Explain that fossil fuels are a limited resources; they are non-renewable and, as such, will be all used up within the next 50â€“250 years. This means that unless we find an alternative, when the students in the class reach their retirement, there will be no electricity and no fuel. Their daily routine from the starter may become a reality during their retirement.

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GCSE ready intervention tasks

Electricity generation efficiencies (%) 0

100

hydroelectric tidal power fossil fuels nuclear fission wind turbine biomass solar thermal solar photovoltaic geothermal Ask groups of students to choose one type of energy resource, other than fossil fuels, from the graph. They then work together and create an information page for their chosen energy resource and explain how it shifts energy into the electric store. They need to include details about the efficiency of the resource and a range of other considerations, such as cost, safety and portability. After the information pages have been created, students should come to a conclusion about which energy resource would be the best to replace fossil fuels. Different roles should be responsible for different areas of the project: Researcher – should find a diagram of the energy resource and identify the initial energy store. The should find pros and cons of the energy resource as well as working with the statistician to identify where the wasted energy has dissipated to. Statistician – should use the figures from the graph to create a Sankey diagram showing efficiency. They should also work with the researcher to identify where the wasted energy has dissipated to. Copywriter – should come up with a description for their energy resource, including how it works to transfer energy to the electric store. They should also give examples of where this resource has been used successfully. Editor – should check the validity of the information and be responsible for the general layout of the information page. They should also ensure that poster is not biased and that any disadvantages of the resource have been included along with the advantages. Students should be given very limited time to complete the creative task so there is time to compare the different energy resources and conclude which is the most suitable. Equipment required ●

access to internet or textbooks with information about energy resources

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graph paper

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rulers

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pencils

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paper for information page

QUESTIONS AND ACTIVITIES KNOW ●

What is an advantage and disadvantage of using fossil fuels?

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What is an advantage and disadvantage of using your chosen energy resource?

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The graph tells us that fossil fuels are only 43% efficient. Where does the other 57% of the energy go?

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Fossil fuels use energy in the chemical store. Why isn’t 100% of this energy transferred to the electrical store?

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Which energy resources utilise combustion to transfer energy?

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GCSE ready intervention tasks APPLY ●

Why are fossil fuels not an appropriate energy resource for the future?

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What benefits do renewable energy resources have over fossil fuels?

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Why have fossil fuels been such a successful resource?

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Using the graph, create a Sankey diagram for a renewable energy resource.

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Why is nuclear power not considered a renewable energy resource?

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Use hypothetical numbers to calculate how much energy would be wasted for an energy resource.

EXTEND ●

Calculate the percentage of energy that is wasted for each energy resource.

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Identify which energy stores these have been transferred to.

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Which energy resources would cause the most damage to animal populations and why?

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Which energy resources would cause the least impact on the landscape of the area they are placed in and why?

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What economic impacts could different energy resources have on a community?

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What impacts, positive and negative, could there be on the local population?

Energy can be created.

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Energy can be destroyed.

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One form of energy cannot be transformed into another form of energy.

KNOW ●

Can students identify what makes an energy resource renewable or non-renewable?

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Can they suggest a better energy resource for the future than fossil fuels?

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Can they recognise the problems associated with fossil fuels?

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Can they describe energy transfers, using appropriate diagrams? For example, for energy resources, students should be able to recognise that:

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Energy resources that will one day run out are non-renewable (fossil fuels, nuclear power)

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In combustion, energy in the chemical store is shifted to the thermal store to create steam to turn a turbine and generator.

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Most renewable energy sources shift energy from the kinetic store to the electrical store by turning a turbine and generator.

APPLY ●

Can students identify what makes an energy resource renewable or non-renewable?

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Can they suggest a better energy resource for the future than fossil fuels?

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Can they recognise the problems associated with fossil fuels?

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Can they describe energy transfers using appropriate diagrams? For example, for energy resources, students should be able to recognise that:

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Energy resources that will one day run out are non-renewable (fossil fuels, nuclear power).

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GCSE ready intervention tasks ●

In combustion, energy in the chemical store is shifted to the thermal store to create steam to turn a turbine and generator.

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Most renewable energy sources shift energy from the kinetic store to the electrical store by turning a turbine and generator.

EXTEND ●

Can students identify economic, social and environmental impacts of different energy resources?

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Can they weigh up the pros and cons of each energy resource?

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Can they support their argument with data?

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Can they defend their choice of energy resource? For example, for energy resources, students should be able to recognise that:

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Jobs can be created by all new energy resource plants, but all can have negative impacts on the environment. However, some of the negative impacts may only be very localised.

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Different energy resources may be more or less effective in different areas depending on the environment, weather, local populations and energy required.

Revisit ideas about how steam can be used to turn a turbine and generate electricity.

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Compare the amount of energy contained in different fuels. This could range from energy in fuels to energy in different alcohol fuels. Students can be encouraged to plan an experiment to minimise energy loss.

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Looking at alternative fuels to replace fossil fuels in vehicles. Hydrogen can be made through the electrolysis of salt water.

APPENDIX: AQA syllabus statements covered in this task a) Energy costs Area of mastery

Objectives relating to the amount of energy used

Know

Electricity is generated by a combination of resources which each have advantages and disadvantages.

Apply

Compare the advantages and disadvantages of different energy resources.

Extend

Evaluate the social, economic and environmental consequences of using a resource to generate electricity, from data.

b) Energy transfer Area of mastery

Objectives relating to energy transfers

Know

When energy is transferred, the total is conserved, but some energy is dissipated, reducing the useful energy.

Apply

Calculate the useful energy and the amount dissipated, given values of input and output energy.

Extend

Compare the percentages of energy wasted by renewable energy sources.

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GCSE ready intervention tasks c) Working scientifically Area of mastery

Draw conclusions

Know: individual skills

Incorporate the pattern you found into an answer to the enquiry question. Suggest a scientific reason for your findings. Comment on whether there is a real difference between data. Justify whether anomalous results can be explained or ignored. Suggest other possible conclusions that could be drawn from your data. Quote any secondary data you have which led to the same conclusion.

Know: integration

Make conclusion and explain it. Judge whether the conclusion is supported by the data.

Apply: understand principles

Explain how in an investigation in which not all variables could be controlled that a conclusion could still be drawn. Identify further questions arising from the investigation.

Area of mastery

Communicate ideas

Know: individual skills

Write in a style to fit purpose and audience. Use clear language and well-formed sentences. Read your text and rewrite anything that is not clear. Illustrate ideas with real-life examples. Use vivid words, describing real things. Add a diagram if it helps to make the meaning clearer. Use scientific vocabulary accurately, showing that you know its meaning and use appropriate units and correct chemical nomenclature. Check there are no mistakes in spelling, punctuation or grammar. Give evidence to back up everything you claim to be true. Make a list of all the points, and cover one point in each paragraph. Put the paragraphs in a sensible order. Use linking words to help the reader connect sentences and paragraphs. Include everything necessary for the reader to understand, but leave out unimportant details.

Know: integration

Make it clear. Make it concrete. Make it correct. Make it coherent.

Apply: understand principles

Suggest how the ideas would be communicated for a different audience.

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GCSE ready intervention tasks ●

Within a population there is variation. A mutation may occur and if it is beneficial to the organism, the organism is more likely to survive, produce offspring and pass on the gene for the beneficial characteristic/ mutation to the offspring.

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Darwin researched living organisms, but had little evidence about genetics as it had not been discovered yet.

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A debate between evolution and religion was raised by Darwin’s findings.

APPLY ●

Can the student identify changes in the species over time?

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Can they suggest what changes in the environment may have resulted in the changes in the species?

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Can they recognise a beneficial characteristic that has resulted from a mutation?

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Can they explain the mechanism of natural selection as a way of passing the gene on to offspring and the effect this will have on the overall population? For example, for evolution and inheritance in elephants, students should be able to recognise that:

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Changes in the elephant species include size of body, length of trunk, body hair, tusk size and ear size.

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Changes in the environment can cause changes in a species or extinction. For example: –

If the environment cools, a smaller surface area to body mass ratio and more body hair would be beneficial.

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If the environment warms, a larger surface area to body mass and less hair would be beneficial.

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If plants grow large and dense, longer legs may be beneficial.

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If food is high up, a truck to reach it may be beneficial.

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If a beneficial mutation is passed on to offspring, those offspring too are more likely to survive and reproduce. Soon, the animals without the mutation will die out because they have been outcompeted by the animals with the mutation.

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The discovery made by Watson, Crick and Franklin helped to support Darwin’s theory – they should have commented on this.

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They have applied the ideas about elephant evolution to the human species.

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They have explained that the thylacine evolved through parallel evolution due to the similarities between environments.

EXTEND ●

Can the student explain how the paleomastadon has evolved into the Indian and African elephants?

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Can they suggest a reason why other species of elephants are extinct?

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Can they suggest why the discovery of Watson, Crick and Franklin lent more support to Darwin’s theory of evolution?

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Can they explain why more evidence for a theory makes it stronger?

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Can they explain why a debate around a theory can lead to a stronger theory, as it has to account for the opposing evidence? For example, for evolution and inheritance in elephants, students should be able to recognise that:

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Variation, mutation, natural selection, reproduction and inheritance are key in allowing a species to evolve. Evolution can happen in response to a change in the environment.

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Other species of elephant did not have the beneficial mutation that allowed others to survive, so were outcompeted and died out.

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Watson, Crick and Franklin’s discovery of the structure of DNA led to greater understanding of the molecule and the genetic information it carries.

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GCSE ready intervention tasks FURTHER IDEAS FOR INTERVENTION TASKS It is important to recognise ideas that have been mastered and to consider the next steps in learning. The area of mastery (e.g. apply) provides a useful stem for giving feedback to students. Depending on the profile of progress, it might be appropriate to organise some further intervention. Examples of this might include: ●

Revisiting ideas about adaptations. Some models for climate change suggest that the environment in the UK may be more like Spain in the next 50 years. Discuss what adaptations would result in the current native species being more likely to survive and what species would be less likely to survive.

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Provide students with pictures of a range of fossils and ask them to place the fossils in order of ages. Ask them to suggest how the species has changed and what could have caused these changes. A good example of a species that has changed drastically over time is the modern horse, from Hyracotherium to Equus.

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Considering human evolution and how Homo erectus ended up as the only species of human alive today. Predict what may happen to the human species in the future.

APPENDIX: AQA syllabus statements covered in this task a) Evolution Area of mastery

Objectives relating to evolution

Know

Natural selection is a theory that explains how species evolve and why extinction occurs.

Apply

Use evidence to explain why a species has become extinct or adapted to changing conditions.

Extend

Predict and explain the changes in a population over time due to natural selection.

b) Inheritance Area of mastery

Objectives relating to inheritance

Know

Inherited characteristics are the result of genetic information, in the form of sections of DNA called genes, being transferred from parents to offspring during reproduction.

Apply

Explain how a change in the DNA (mutation) may affect an organism and its future offspring.

Extend

Find out why scientists Watson, Crick and Franklin were so important.

c) Working scientifically Area of mastery

Review theories

Know: individual skills

Explain what is meant by a theory. State examples of theories in science. Describe the role of evidence in supporting theories. State examples of theories that have changed. Explain role of new evidence in changing theories. Explain role of argumentation in modifying theories.

Know: integration

Understand the role of a theory in science. Understand how scientific ideas have changed.

Apply: understand principles

Explain why it sometimes takes a long time for a theory to be changed. Explain why argumentation is essential for the development of robust theories.

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GCSE ready intervention tasks

Area of mastery

Interrogate sources

Know: individual skills

Comment on whether: – the authors of the research are qualified scientists – the research was published in a peer reviewed journal – the research agrees with current scientific thinking – the researcher or funder might benefit from reporting the finding – the author might have a vested interest – the experimenter collected enough data – they gave a scientific explanation of the findings – the findings were backed up by other research.

Know: integration

Judge the reliability of the source. Check for bias. Evaluate the evidence for the claim.

Apply: understand principles

Explain possible causes of bias from an experimenter or journalist. Explain how peer review makes a finding more believable.

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