Science Assessment Tasks - An Introduction
This booklet contains a set of 20 photocopiable tasks designed to support science
teachers assessment of KS3 APP criteria. These activities are:

targeted at one specific APP criteria (In this booklet at Level 5).

designed to supplement other formative assessment activities and fill in gaps
where additional evidence may be needed to complete a student’s profile.

simple to administer. All tasks are paper based activities which fit on a single
side of A4 .

quick to mark and award a level for a specific statement.

designed to explain key terms such as creativity, moral issues and applications.

able to be integrated into a scheme or used in a freestanding way to provide
additional evidence of attainment in a particular strand.

useful as short classroom or home learning activities.

accompanied by suggested answers where appropriate.
Note – The criteria are referenced using their AF number and a further number from I to 4
reading from top to bottom on the QCA Assessment criteria:science table.
Author: Alan Marsden
© 2012 Rocket Resources
www.rocketresources.co.uk
These resources may be photocopied for educational use by the purchasing organization
Suggested answers
AF1.1
Abstract Atoms
Use abstract ideas or models or more than one step when describing processes or phenomena
1. The stone is made of tiny particles. The student’s feet rub off some stone particles with each step.
2. a) Smell is really a gas with particles which move quickly in a random pattern. This movement makes
the particles spread out through the air
b) The salt crystal is made up of tiny particles which break apart when salt dissolves in water. The
particles move into the gaps between water particles.
AF1.2
An Energy Transfer Model
Explain processes or phenomena, suggest solutions to problems or answer questions by drawing on abstract
ideas or models
1. Solar
Wind
Light energy from Sun > Electrical energy from solar cells.
Heat energy from Sun > Kinetic energy in moving air> Kinetic energy in Wind turbine
> Electrical energy from generator
2. Yes – solar cells have one energy transfer, wind turbines have three energy transfers
3. Less energy is wasted in solar cells
4. Any sensible answer – i.e can be easily transferred to other useful energy types.
AF1.3
Are we alone?
Recognize scientific questions that do not yet have definitive answers
1. Category i) a,b,d,f,g,h, Category ii) c,e,I,
3. Technology is not able to provide enough evidence yet.
4. Any sensible answer – telescopes must improve, advances in space travel etc.
AF1.4
Cells and Creative Scientists
Identify the use of evidence and creative thinking by scientists in the development of scientific ideas
1.
2.
3.
4.
AF2.1
a,c,d
d
It allowed scientists to see more cells in more organisms.
He saw cells in animal material as well as plants.
Ash Cloud Disruption
Describe different viewpoints a range of people may have about scientific or technological developments.
1. They are happy because the AVOID system will allow them to keep flying.
2. AVOID may cause them problems because planes will no longer be flying their planned routes.
3. For or against with a sensible reason.
AF2.2
Indigo and the Impact of Science
Indicate how scientific or technological developments may affect different groups of people in different ways.
1. a. Indigo farmers – they became rich with the increased trade and high prices of indigo.
b. Slaves – the work on the indigo farm was hard and dangerous.
2. a. The general public benefited from cheaper dyed goods.
b. Indigo farmers – Reduced sales of real indigo led to farms closing down.
AF2.3
Ethical and Moral Issues in Science
Identify ethical or moral issues linked to scientific or technological advances.
For each development there should be a scientific question and an ethical or moral question.
AF2.4
Science – Really useful stuff.
Link applications of science or technology to their underpinning scientific ideas..
A4, B7, C2, D1, E8, F6, G5, H4
AF3.1
Fact or Opinion
Distinguish between opinion and scientific evidence in contexts related to science.
1.c, 2.b, 3.a, 4.c, 5.b, 6.b
AF3.2
Stretching Strawberry Laces
Decide on the most appropriate formats to present sets of scientific data such as using line graphs for
continuous variables.
a. Colour, Flavours, Maker – Categoric
Thickness, Length ,Force needed – Continuous.
b. I) Line graph – force needed and thickness are continuous variables.
ii) Bar chart – Force is continuous but colour is categoric.
AF3.3
Current stuff
Use appropriate scientific and mathematical conventions and terminology to communicate abstract ideas.
I wanted to find out if changing the number of bulbs altered the current. I put together a battery, bulb some
wires and an ammeter in a circuit. I measured the current, then did it again till I had used 5 bulbs. I repeated
the whole experiment twice more so I could find the average and what I found out would be more reliable.
AF3.4
Two Heads Are Better Than One
Suggest how collaborative approaches to specific experiments or investigations may improve the evidence
collected..
1. Working in a group one student could use the stop watch whilst another added the Mg to the flask to
avoid gas escaping and another could be measuring the volume. This would give results that are
closer to the correct answer.
2. Any suitable i.e. someone could be washing out equipment ready for the next test , this would have
no effect on the accuracy of the results.
AF4.1
Water Slides
Recognise significant variables in investigations, selecting the most suitable to investigate.
1. Mass of plasticine, shape of plasticine, slope of gutter, rate of water flow or any other suitable.
2. Not mass or steepness because they can’t change those. Possibly shape because they could alter that.
AF4.2
Making Choices
Explain why particular pieces of equipment or information sources are appropriate for the question or ideas
under investigation.
1. A4, B7, C6, D1, E2, F3, G5
2. Any suitable reasons
AF4.3
Pendulum Swings
Repeat sets of observations or measurements where appropriate selecting suitable ranges and intervals.
1.
2.
3.
4.
10cm
Any suitable answer – height of stands, amount of string available, number of rings wanted
2cm
a) Too many readings, take too long , difficult to be accurate etc
b) Too large – not enough points for a graph
5. So they could take an average reading, To improve the reliability of the results etc.
6. Age and shoe size have fixed values they are not measured.
AF4.4
Make Up The Rules
Make and act on suggestions to control obvious risks to themselves and other
Accept 8 sensible rules following the pattern in the question with an acceptable explanation for each.
AF5.1
Making Sense Of Data
Interpret data in a variety of formats recognizing obvious inconsistencies.
1. As the temperature increases the solubility increases.
2. 500C
3. It did not fit the line/pattern.
4. As the temperature increases the solubility of copper sulphate increases.
5. The copper sulphate is most affected. Between 20 and 1000C its solubility goes up by 58 g/100 cm3 of
water. Between 20 and 100 0C the potassium chloride goes up by 22 g/100cm3
AF5.2
Never The same Twice
Provide straightforward explanations for differences in repeated observations or measurements.
AF5.3
Give credit for three sensible reasons. i.e car released after stop watch was started etc.
Strength and Stretchiness
Draw valid conclusions that utilize more than one piece of supporting evidence including tables and line
graphs.
a) Climbing rope – Nylon, strong with high stretch + supporting reasons.
b) Rope bridge – Hemp, strong with low stretch + supporting reasons.
AF5.4
Stream Survey
Evaluate the effectiveness of their working methods, making practical suggestions for improving them.
A. Take more samples.
Return the sample to the river before the nest dip
One person to take the samples from each point
Take samples at more places in the river.
Spread the sample points out more evenly.