Session 4 Practical work PRACTICAL ASSESSMENT To be
Session 4 – Practical work
PRACTICAL ASSESSMENT • To be completed in the first half of the spring term (January – February) • Untiered assessment • Tasks will change on an annual basis • Externally marked (no mark schemes available) • Tasks will be dispatched to centres
PRACTICAL TASKS GCSE SPECIFICATION NUMBER OF TASKS TO TASKS AVAILABLE BE SUBMITTED Biology 2 1 Chemistry 2 1 Physics 2 1 Science (double award) 3 2 Applied Science (single award) 2 1
PRACTICAL TASKS QUALIFICATION Biology 1 Chemistry Physics 5 6 one of these 7 8 9 Applied Science (single award) 3 Task Applied Science (double award) 2 4 Science (double award)
Instructions to Teachers / Exams officers • This document will be sent out in the first half of the Autumn term • One document containing details of all the apparatus required for all tasks. This will allow centres to plan and ensure they have all the equipment required.
Setting up instructions • This document can be opened by teachers / technicians on Monday 8 January 2018 (first day back in school). • This will be one document containing the methods for all tasks and allows the task to be trialled by teachers / technicians (whilst maintaining confidentiality)
PRACTICAL ASSESSMENT – • Each practical task is to be completed in two sessions each of 60 minutes duration • Each task will have a section A (6 marks) and a section B (24 marks) • Section A and section B will be two separate question papers
Running the tasks • The task should be supervised at all times by a member of staff responsible for teaching GCSE Science. • Tasks can be completed by different groups in different sessions • A centre can use different tasks with different groups
Section A (60 minutes) Obtaining results ( 6 marks) • Learners will be expected to follow a given method to obtain results, tabulate them and answer questions e. g. risk assessment/ hypothesis. • It is permissible for learners to work in small groups, of no more than three learners to obtain the results • Low level of control
Section A (60 minutes) Obtaining results (6 marks) • If learners fail to obtain results for Section A, it is acceptable for them to be given unformatted teacher results. • Once Section A is completed, the question paper should be securely stored by the teacher until the Section B assessment takes place.
Section B (60 minutes) Analysing and evaluating (24 marks) • Learners will be expected to graph the results obtained in Section A and answer questions regarding variables, accuracy, evaluation and improvements. • Learners should have access to their Section A question paper • High level of control
Administration • The completed Section A and Section B question papers for each learner should be securely stored by the exams officer before they are sent to the examiner. • Candidates must submit the Section A and Section B from the same task. • The tasks will be externally marked by a WJEC examiner. • Monitoring visits will take place on a random sample of centres to ensure the practical unit is being administered correctly.
Practical glossary • Written to give clarity to teachers and examiners as to definitions of key practical terms
QER EXAMPLE 1 Indicative content Record initial mass/ weight of potometer Blow air travelling at 1 m/s onto cut leafy shoot For set time e. g. 5 minutes Record mass/ weight of potometer Repeat for air speed at 10 m/s Expected result - potometer would lose more mass/ weight at 10 m/s Conclusion: greater the air/wind speed the greater the rate of transpiration 5 -6 marks Clear method and expected result and conclusion stated There is a sustained line of reasoning which is coherent, relevant, substantiated and logically structured. The candidate uses appropriate scientific terminology and accurate spelling, punctuation and grammar. 3 -4 marks Method stated and either expected result or conclusion given There is a line of reasoning which is partially coherent, largely relevant, supported by some evidence and with some structure. The candidate uses mainly appropriate scientific terminology and some accurate spelling, punctuation and grammar. 1 -2 marks Simple basic method given or attempt at expected result or conclusion There is a basic line of reasoning which is not coherent, largely irrelevant, supported by limited evidence and with very little structure. The candidate uses limited scientific terminology and inaccuracies in spelling, punctuation and grammar. 0 marks No attempt made or no response worthy of credit.
QER EXAMPLE 2 Indicative content • Appropriate apparatus required, • Measured amount of alkali (or acid) in conical flask, • Add indicator e. g. phenolphthalein, • Add acid (alkali), drop-wise near end point/colour change, • Record volume of acid (alkali) added, • Repeat without indicator adding recorded volume of acid (alkali), • Boil off some of the water, leave solution to evaporate, dry crystals obtained Credit awarded for sequenced labelled diagrams as part of the response. 5 -6 marks Pipette/burette named, actual volume 25. 0 cm 3 given, clear understanding that no indicator used on repeating There is a sustained line of reasoning which is coherent, relevant, substantiated and logically structured. The candidate uses appropriate scientific terminology and accurate spelling, punctuation and grammar. 3 -4 marks Sound description of titration process, evaporation linked to crystallisation There is a line of reasoning which is partially coherent, largely relevant, supported by some evidence and with some structure. The candidate uses mainly appropriate scientific terminology and some accurate spelling, punctuation and grammar. 1 -2 marks Addition of acid to alkali, reference to evaporation There is a basic line of reasoning which is not coherent, largely irrelevant, supported by limited evidence and with very little structure. The candidate uses limited scientific terminology and inaccuracies in spelling, punctuation and grammar. 0 marks No attempt made or no response worthy of credit.
Any Questions?
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