GCSE

Sciences

Guidance on Controlled Assessment

GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1.0 )

Contents
Introduction to Controlled Assessment Step-by-step Guide for
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Science A

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Additional Science

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Biology

Chemistry

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Physics

Controlled Assessment in Detail
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Step 1 – Planning Step 2 – Reporting on the planning and research Step 3 – Practical work Step 4 – Processing primary data Step 5 – Analysing results Step 6 – Marking the ISA

Step-by-step Guide for
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Science B

Controlled Assessment in Detail
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Step 1 – Planning and research Step 2 – Reporting on the planning and research Step 3 – Practical work Step 4 – Data processing, analysis and evaluation Step 5 – Marking the Controlled Assessment

Administration of Controlled Assessments FAQs

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GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1.0 )

Introduction
Controlled Assessment is a new form of internal assessment that has been introduced to replace coursework for all awarding bodies.
In this guide, we’re providing detailed support and advice on how to prepare, sit and assess Controlled Assessment for the following AQA GCSE Science specifications:
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To help you understand the changes, we’ve provided step-by-step instructions about the Controlled Assessment process and outlined what is expected of your candidates. At each step, you will see candidate exemplar material to clearly show the new Controlled Assessment process.

Science A Additional Science Biology Chemistry Physics Science B

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Levels of control for GCSE Science are explained below: Limited Control – with low level limited supervision n■ High Level of Control – formal supervision n■ n■ n■ n■ n■ n■ n■ Candidates can complete work without direct supervision. formal supervision. 2 . Stages of task Research and data collection Level of control Limited Control – limited supervision Description Candidates can work unsupervised and outside of the classroom. Use of resources is tightly prescribed. Candidates can access resources and work in groups. evaluation and review High level of control – formal supervision Levels of Control Each of the three stages has a level of control to ensure reliability and authenticity and to make assessments more manageable for teachers and candidates. analysis.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. Candidates will carry out practical work under supervision. This work will not contribute directly to assessable outcomes. outside of the classroom. Teachers can provide limited guidance to candidates. No assistance can be given to candidates. Candidates work individually to complete their reports under conditions of high control at the centre and under direct.0 ) The Controlled Assessment Process Controlled Assessment consists of three stages stage 1 2 3 stage stage Task Setting – All Controlled Assessments are set by AQA and will be available for submission in the January and June examination series of each year. Candidates must be in direct sight of the teacher at all times. Writing. Candidates must complete all work independently. (NB: Science B submission is available in June only). Candidates must not communicate with each other. using the mark guidance supplied by AQA and externally moderated by an AQA moderator. Task Taking – A description of how candidates carry out the tasks and the conditions under which assessment takes place is illustrated on the right: Task Marking – Tasks are internally marked.

However. 3 . Two ISAs each for Units B3. Evaluate methods of data collection and the quality of the resulting data.org. These may only be used for either Additional Science or the Separate Sciences. C2 and P2. For Science B. Assess and manage risks when carrying out practical work. you need to: 1 – Read the Teachers’ Notes Each year. These may only be used for Science A. Devise appropriate methods for the collection of numerical and other data. One ISA each for Units B2. C1 and P1. process.0 ) Getting Started: For AQA GCSE Science A. Under the new criteria. the Controlled Assessment takes the form of an Investigative Skills Assignment (ISA). This should enable more flexibility for centres.uk/eAQA-register 3 – Understand the new criteria and what candidates need to complete Your Science candidates will need to: ■■ ■■ ■■ ■■ Plan practical ways to answer scientific questions and test hypotheses. These will contain details of the experiments that may be used for the Controlled Assessment for that year. Each year. Additional and Separate Sciences. 2 – Choose a Controlled Assessment task from e-AQA The first Controlled Assessment tasks will be available from May 2011 on e-AQA. To get started. AQA will issue centres with a set of Teachers’ Notes on e-AQA. AQA proposes to release the Teachers’ Notes. and other related material one year before its operational period. These may only be used for the Separate Sciences. but centres should be aware of the fact that a Controlled Assessment cannot be submitted for moderation before its operational period.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. Your Additional Science and Separate Science candidates will also need to: ■■ develop hypotheses. Three Controlled Assessments for Science B (one for each unit). ■■ ■■ Draw evidence-based conclusions. aqa. C3 and P3. the Controlled Assessment (Using Practical and Investigative Skills) takes the form of a contextualised investigation based on a unit from the specification. analyse and interpret primary and secondary data including the use of appropriate technology. each Controlled Assessment is only operational for a 12 month period. AQA will supply: ■■ ■■ ■■ ■■ One ISA each for Units B1. Collect.

two methods. In some cases they will be asked to research one method or in some cases. textbooks or any other appropriate sources of information candidates should research the context of the investigation candidates should research a method or methods for the experiment. This should be done on the Candidate Research notes sheet provided by AQA.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1.0 ) Step-by-step Guide These Step-by-step instructions are a guide for completing Controlled Assessment for: Science A Additional Science Biology Chemistry Physics To get started. choose an Investigative Skills Assignment (ISA) from the Teachers’ Notes on e-AQA. Helpful hints: ■■ ■■ ■■ ■■ candidates may use technology such as the internet or CD-ROMs for their research. This should include a risk assessment candidates can create one A4 side of their own research notes to use in step 2 and step 5. Teachers should then: ■■ ■■ ■■ ■■ explain to the candidates the context of the investigation explain to the candidates the nature of the problem to be investigated provide the hypothesis supplied by AQA (Science A only) follow the 6 steps below on completing an ISA. They need to research and identify a method(s) that could be used.S t e p G U I D e O N C O M p L e t I N G A C O N t R O L L e D A S S e S S M e N t 1 step Planning (limited control) ■■ ■■ ■■ Candidates are given the opportunity to carry out an investigation. 4 .b y. S t e p .

unsafe or unmanageable. Candidates will be given Section 1 of the ISA to answer. depending on circumstances.S t e p G U I D e O N C O M p L e t I N G A C O N t R O L L e D A S S e S S M e N t Reporting on the planning research (high control) ■■ ■■ ■■ ■■ ■■ Candidates will need to produce a blank table ready for the results of the investigation. Practical work (limited control) ■■ ■■ Candidates perform the practical experiment either individually or in groups. This may be produced at the same time as the candidates are answering section 1 of the ISA. 5 . Processing primary data (high control) ■■ Candidates will be required to draw a graph or bar chart of their results. Section 1 is a 45 minute written test with 20 marks available. Helpful hints: ■■ 4 step ■■ candidates may use a computer to create their graph but this must be done under the direct supervision of the teacher and must be printed straight away for this part of the investigation candidates must work individually under direct supervision. use the method that they have planned or a method provided either by the teacher or by AQA. teachers may supply a blank table in which candidates can record their results. They will need to work on their own and under controlled conditions to answer it. Helpful hints: – before undertaking Section 1.0 ) S t e p .GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. Helpful hints: ■■ 3 step ■■ ■■ if a teacher decides that the method produced by the candidate(s) is unworkable. Candidates can use their own Candidate Research notes. Candidates may. then a method may be provided AQA will supply a method that may be used in such circumstances or the teacher may provide one after a candidate has submitted his or her own blank table. make sure your candidates know: ■■ ■■ ■■ ■■ ■■ ■■ ■■ 2 step the context of the investigation and how it might be applied in real life key words such as ‘hypothesis’ what ‘variables’ in an investigation they need to consider and manage different ways to test a hypothesis how to write a detailed plan of a chosen method possible hazards and risks and how to minimise them different tables that are used to record results.b y. or at any other convenient time prior to the practical work being carried out.

If you have any questions regarding the CAU – call the GCSE Science subject team on 08442 090 415.org. Section 2 is a 50 minute written test with 30 marks available. submit the one with the highest mark.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. register at aqa. and annotations made where necessary to show the moderator the reasons for the decisions. Helpful hints: ■■ ■■ candidates may improve their marks by carrying out another Controlled Assessment appropriate to that subject. Helpful hints: – before undertaking Section 2.b y.uk/eAQA-register You will be provided with your own CAU Adviser. Key notes: ■■ ■■ ■■ ■■ ■■ To view the Teachers’ Notes make sure you have access to e-AQA. If not. make sure your candidates know: ■■ ■■ ■■ ■■ how to analyse results and draw conclusions how to match results to a hypothesis how to evaluate the method of collecting data and the quality of the results how to analyse secondary data.0 ) Step-by-step guide on completing an ISA S t e p . which will include questions concerning conclusions and evaluation. See throughout the Controlled Assessment guide exemplar material. For Units 2 and 3 CAUs. 6 step Marking the ISA ■■ ■■ Section 1 and Section 2 of the ISA are marked internally using the marking guidelines supplied by AQA. 6 . but not the same one that has already been completed if more than one Controlled Assessment has been completed. Marking should be done in red ink. the candidates must supply their own hypothesis.S t e p G U I D e O N C O M p L e t I N G A C O N t R O L L e D A S S e S S M e N t step 5 Analysing results (high control) ■■ ■■ Candidate will be given Section 2 of the ISA.

Manchester M15 6EX Science A Specimen Controlled Assessment Physics PU1. It is the responsibility of the centre to ensure that a risk assessment is carried out. evaluate methods of the collection and The a link should describe the context in which the investigation is set and outline the There isteacherbetween the mass of water being heated and the temperature rise.x Teacher’s Notes 7 . analyse and interpret primary and secondary data including the use of plan practical ways to answer scientific questions and test hypotheses appropriate technology devise appropriate methods for the collection of numerical and other data draw evidence-based conclusions assess and manage risks when carrying out practical work evaluate methods of data collection and the quality of the resulting data. with particular reference toand written up risk assessment.1 For use fromand the factors that affect the rate at which that The transfer of energy by heating processes May 20xx to April 20xx energy is transferred Teachers’ Notes Topic of investigation This ISA relates to Science A Unit 3: P1. the first part of the ISA they could be the candidates have researched hazards and their own plan in should carry out their investigation providing that it is workable. with particular reference to hazards and risk assessment. in which they analyse their results and use data selected from a data sheet of secondary data to comment on the outcomes of their experimental Risk Assessment workIt is the responsibility of the centre to ensure that a risk assessment is carried out.b y. Candidates will need to decide on which variables need to be controlled and research a method that Onceused. Candidates should be givendata hypothesis: the quality of the resulting data. controlled and research the laboratory.0 ) Administration: Teachers’ Notes S t e p . There is a link between the mass of water being heated and the temperature rise. Candidates will will beto decide on Section 1 of the ISA. to provide a full plan of the method that data selected from a data sheet of secondary data to comment on the outcomes of their experimental chosen to use.1 Energy can be transferred from one place to another by work or by heating processes. in which variables need provide a full plan of the method that they have could be used. collect. to provide a full plan of the method that Candidates should be given the hypothesis: they have chosen to use. Once the candidates have researched and written up their own plan in the first part of the ISA they should carry outwill need to decide on which variables need to besafe and manageable ina method Candidates their investigation providing that it is workable. analyse and interpret primary and secondary data including the use of appropriate describe the The teacher should technology context in which the investigation is set and outline the problem that is to be draw evidence-based conclusions investigated. with particular reference to hazards and risk assessment. toto be controlled and research a methods that Candidates need required. in section 1 of the ISA. candidates take Section 2 of the ISA. After this. Risk Assessment Copyright © 2011 AQA and its licensors.S t e p G U I D e O N C O M p L e t I N G A C O N t R O L L e D A S S e S S M e N t Controlled Assessment – Science A ISA PU1. Overview can be transferred from one place to another by work or by heating processes. All rights reserved. The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number 3644723). Devas Street. safe and manageable in the laboratory.x Teachers’ Notes Specific Heat Capacity (Specimen) This ISA relates to Science A Unit 3: P1. candidates take Section 1 of the ISA. chosen to use. problem that is to be investigated. We need to Energy Topic of investigation know how this energy is transferred and which heating processes are most important in a particular Candidates should: situation.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. process. plan practical ways to answer scientific questions and test hypotheses devise appropriate methods for the collection of numerical and other data Overview assess and manage risks when carrying out practical work Candidates should: collect. process. work. We need to The transfer of energy by heating processes and the factors that affect the rate at which that know how this energy is transferred and which heating processes are most important in a particular energy is transferred situation. Registered address: AQA. Candidates will be required. Candidates will be required. in Section 2 of the ISA. . in which they analyse their results and usethey have After this. that could be used.x Specific Heat Capacity (Specimen) For use from May 20xx to April 20xx Controlled Assessment – Science A ISA PU1.

The candidate may use these notes while completing Section 1 and Section 2 of the ISA. candidates should be given Section 1 of the ISA and should work on their own. to answer it. dependent and control) that they will need to manage during the investigation report on their research into how to test the hypothesis they have been given give reasons for why one method is preferable to the other write a detailed plan of their chosen method identify possible hazards and write down how the risks may be minimised draw a suitable blank table in which the results could be recorded for the method they have planned. candidates must work individually under direct supervision. Examples of suitable contexts could include. When the candidate has completed Section 2. oil-filled radiators or hot water tanks. These must be checked to ensure they do not include plagiarised text. Whichever context is chosen. Candidates should also research how the results of the investigation might be useful in the specified context. Stage 2 – Reporting on the planning research (High control) For this stage. After the Stage 1 planning session. This research may be done in the laboratory or elsewhere. While answering Section 1 of the ISA.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. eg electric storage heaters. but should be printed immediately and attached to the ISA paper. the notes should be stapled to the ISA. It should not be stored.S t e p G U I D e O N C O M p L e t I N G A C O N t R O L L e D A S S e S S M e N t Stage 1 – Planning research (Limited control) Candidates should be given the opportunity to plan an investigation to test the hypothesis. They will need to undertake independent research to identify a method that could be used. the Internet or any other source of help apart from their own Candidate Research notes. There is no set time allocation for this research. 8 . Candidates may use technology such as the internet or CD-ROMs. Candidates should then independently research an appropriate plan and decide for themselves factors such as the range.0 ) Administration: Teachers’ Notes S t e p . During this time they may make one A4 side of their own research notes for use during Section 1 of the ISA. textbooks or any other appropriate sources of information for their research. Section 1 requires candidates to: consider the variables (independent. detailed planning grids or a pre-prepared draft. but it is anticipated that it should take no longer than 3 hours of work. Candidates may take brief notes of up to one A4 side of their own research into the formal assessment period. This must be done under the direct supervision of the teacher. and the variables that need to be controlled. The teacher should check and sign these notes before allowing the candidate to use them during the completion of Section 1 of the ISA.b y. the teacher must take care to present it in such a way that it does not limit the candidates' choice of method for the investigation. The Candidate Research notes sheet is attached. under controlled conditions. candidates must not be allowed to use textbooks. The investigation should be set in a context by the centre. interval and number of repeat readings that they should take. Candidates may choose to use technology to draw the table. eg a computer spreadsheet.

candidates may work individually or in groups. Candidates should be given Section 2 of the ISA and should also be given: a copy of the question paper their own table of results a copy of the results of other candidates in the class a reminder of the context in which the investigation was set. or the teacher's results. unworkable. 9 . Candidates may use appropriate technology to do this. An example of a suitable method is attached to these notes. unsafe. Candidates should use the results of others to analyse the validity of their results. candidates must work individually under direct supervision. eg a graph-drawing program on a computer. Stage 4 – Processing primary data (High control) For this stage. Candidates should be given back their table of results. The candidates should also be given a table of results from other candidates in the class. Candidates must not be allowed to take their results and chart or graph away. in which case the candidate would be able to score full marks for producing a table. The teacher may also provide a blank table for the results if the: table produced by the candidate is inadequate. The teacher should have recorded the marks for each candidate’s table and graph/chart before these are given back. If the teacher deems that the plan produced by the candidate is invalid. candidates must work individually under direct supervision.b y.S t e p G U I D e O N C O M p L e t I N G A C O N t R O L L e D A S S e S S M e N t Stage 3 – Practical work (Limited control) For this stage. eg data loggers or sensors. Stage 5 – Analysing results (High control) For this stage. the teacher must collect them at the end of the lesson. Candidates may work in groups to carry out their plans. this may be printed on the class results table. their own chart or graph the AQA supplied Data Sheet their Candidates Research notes. this must be done under the direct supervision of the teacher and the bar chart or line graph must be printed straight away. unmanageable or for any other reason unsuitable. Candidates may use appropriate technology during the practical work. Section 2 will require candidates to: analyse their own results draw a conclusion match their achieved results to the original hypothesis that was given to them evaluate the method of collection and the quality of the resulting data analyse further secondary data drawn from the same topic area as their original investigation relate their findings to the context set in the ISA. in which case the candidate would not be able to score full marks for producing a table candidate carries out an investigation from a method provided by the teacher. If a candidate chooses to use a computer. then the teacher may provide a method. and asked to display these on a bar chart or line graph. This will ensure that a candidate cannot gain an unfair advantage by making any alterations to them at this stage. but each candidate must contribute to the collection of data.0 ) Administration: Teachers’ Notes S t e p .GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. Candidates must decide for themselves which format is the more appropriate for any particular investigation.

GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1.0 ) Administration: Teachers’ Notes S t e p . 10 .S t e p G U I D e O N C O M p L e t I N G A C O N t R O L L e D A S S e S S M e N t Section 2 will require candidates to: analyse their own results draw a conclusion match their achieved results to the original hypothesis that was given to them evaluate the method of collection and the quality of the resulting data analyse further secondary data drawn from the same topic area as their original investigation relate their findings to the context set in the ISA.b y.

AQA will provide a Candidate Research notes sheet on e-AQA which must be signed by both the candidate and the teacher. This could be done as a homework session. the teacher should then explain to candidates the nature of the problem to be investigated. Whether it is one or two will depend on the particular ISA. the teacher will give the candidates a hypothesis which has been supplied by AQA. candidates should be told to research one or two possible methods of carrying out the investigation. If the teacher decides that the method produced by the candidate(s) is unworkable. Key points: ■■ ■■ Collectively candidates could produce a huge variety of methods to perform their practical work.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. will be used by the candidate for both of the written sections of the ISA. In Unit 2 and 3 ISAs. The Candidate’s Research notes sheet. Research (limited control) ■■ ■■ After the discussion session.0 ) Controlled Assessment in Detail 1 ■■ step Planning The discussion session After the teacher has chosen the Controlled Assessment task. unsafe or unmanageable. which they will take into Section 1 and 2 of the ISA. They will also need to research the context that has been set and any health and safety issues with the method(s). ■■ ■■ Teachers should always complete an ISA Explanation Sheet. ■■ They will be allowed to make notes on one side of A4. of which an example can be found on the following page. AQA will supply a method that may be used in such circumstances which teachers can adapt to their own programme of study. 11 . then the teacher may provide a method. candidates must supply their own hypothesis. Alternatively. ■■ ■■ In Unit 1 ISAs for Science. teachers may provide their own method.

WARD.. Teacher signature isky GF Candidate signature J.x Declaration I confirm that these are the only preparation notes used in the Controlled Assessment task. Ward Date: ______________________________ 27 / I / I I 12 . When Section 1 of the ISA has been completed. this sheet should be stapled to it.0 ) Planning C O N t R O L L e D A S S e S S M e N t I N D e tA I L step 1 Centre-assessed work Candidate notes GCSE Science (xxxx) Additional Science (xxxx) Biology (xxxx) Chemistry (xxxx) Physics (xxxx) SCYC V ASCC BLYC CHYC PHYC 98765 Centre Number ______________ The New Academy Centre Name ____________________________________ 0107 Candidate's Name ________________________________ Candidate's Number _____________ Investigation Title __________________________________________________________________ ISA number: __________________________ The notes the candidate takes into the Controlled Assessment task are to be recorded in the spaces on this sheet. This sheet should be given to the teacher for checking before it is used in Section 1 of the ISA.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1.. this sheet should be retained by the teacher for subsequent use with Section 2 When Section 2 of the ISA has been completed. JAMES SPECIFIC HEAT CAPACITY PUI.

• Beaker. Equipment • Immersion heater and power supply.0 ) Planning 1 Hypothesis step C O N t R O L L e D A S S e S S M e N t I N D e tA I L There is a link between the mass of the water being heated and the temperature rise. Archer.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. Internet Method(s) • Electric immersion heater or Bunsen. • Stopwatch. •Measure temperature at start and end. Relating the investigation to the context Boiling water in a kettle – only fill the amount needed otherwise it takes too long and wastes energy. Risk assessment issues Hot water – Bunsen burner might set fire to something. Research sources Concise Twentieth Century Science – D. • Heat different masses of water for the same length of time. • Thermometer.W. 17 13 .

Risk assessment n■ Key points: n■ Section 1 will also contain questions about the hazards and risks associated with the researched methods. The test may be taken in the normal teaching room. 14 . When the table has been marked. The table should include appropriate headings and units. or the use of a scribe or a reader will also apply to the ISA. The table should be able to accommodate everything that the candidate is going to measure and record during the investigation. n■ n■ Section 1 of the ISA will contain questions about the methods that candidates have researched and is worth 20 marks of the overall 50 allocated to the Controlled Assessment. Up to 45 minutes is allowed for this. eg extra time for statemented candidates. Any access arrangements that apply to individual candidates for written papers. the teacher may return it to the candidate to use in the investigation. Section 1 of the ISA (high control) n■ n■ Candidates take Section 1 of the ISA written test. n■ Candidates will need to carry out a risk assessment in order to be able to answer some of the questions in Section 1. n■ After the candidate has produced a table.0 ) 2 n■ step Reporting on the planning and research Blank table for the results (high control) Just as in the previous specification. provided that candidates can be accommodated in such a way as to prevent any copying or unauthorised collaboration. the teacher will mark the blank table. Alternatively teachers may supply a blank table in which candidates can record their results. Make sure your candidates know key words such as ‘hypothesis ’and ‘variables’. candidates will be required to independently produce a blank table for their results.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. Each candidate may use their Candidate Research notes sheet made during their research.

I have read and understood the Notice to Candidate and can confirm that I have produced the attached work without assistance other than that which is acceptable under the scheme of assessment. The maximum mark for the Controlled Assessment Unit is 50. Cross through any work you do not want to be marked. You may use a calculator. Do all rough work in this book.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. The work you submit for assessment must be your own. for the purpose of indicating a typical mark or for other educational purposes. Details of additional assistance (if any). I have authenticated the candidate’s work and am satisfied that to the best of my knowledge the work produced is solely that of the candidate. I/2/II As part of AQA’s commitment to assist students. You may use extra paper. Has the candidate received any help or information from anyone other than the subject teacher(s) in the production of this work? If the answer is yes give the details below or on a separate page. through the Internet or other means. AQA may make your CAU available on a strictly anonymous basis to teachers. Answer all questions in Section 1 in the spaces provided. Yes No / Teacher Declaration: I confirm that the candidate’s work was conducted under the conditions laid out by the specification. Information The marks for questions are shown in brackets.0 ) Reporting on the planning and research Centre Number Surname 9 WARD 8 7 6 5 Candidate Number Other Names JAMES 0 1 0 7 2 For Teacher’s Use Section Mark step C O N t R O L L e D A S S e S S M e N t I N D e tA I L Notice to Candidate. Candidate Signature Section 1 (/20) J. The maximum mark for this paper is 20. If you copy from someone else or allow another candidate to copy from you. Signature of teacher ………………………………………………………… GFisky Date ………………………………. examining staff and students in paper form or electronically. you may be disqualified. Candidate Declaration. Fill in the boxes at the top of this page. Instructions Use black ink or black ball-point pen. In the unlikely event that your CAU is made available for the purposes stated above.org.uk 15 .x Specific Heat Capacity Section 1 For moderation in May 20xx and January 20xx Time allowed up to 45 minutes For this paper you must have: your Candidate Research notes a pencil and a ruler.Ward Date 1/2/11 Section 2 (/30) General Certificate of Secondary Education June 20xx and January 20xx TOTAL (max 50) Science A (Specimen) Controlled Assessment ISA PU1. you may object to this at any time and we will remove the work on reasonable notice. If you have any concerns please contact AQA To see how AQA complies with the Data Protection Act 1988 please see our Privacy Statement at aqa. You are reminded of the need for good English and clear presentation in your answers. or if you cheat in any other way.

..... Think about the research that you did to find out how to test this hypothesis............ . (3 marks) 2 16 ................................ Why was this source the more useful? ................................... n■ The candidate has I would put the heater in the water and leave it switched on for 30 seconds............................................................................................................................................... ................................................... ............................... ...................................... clearly identified one relevant source (the book) and has explained why this was the more useful................ You should also explain how the results of this work will help you to decide on the best value for this variable........................... (3 marks) Concise Twentieth Century Science 2 marks It gave me a complete method............................................................................................................................................................. Do not write outside the box Q1 n■ The candidate has ........ In each case I would measure the temperature rise and see if this gave a good 2 marks difference................................................................................................................. Then I would put it in for 5 minutes..........0 ) Reporting on the planning and research C O N t R O L L e D A S S e S S M e N t I N D e tA I L step 2 Hypothesis: 1 comments 2 Section 1 There is a link between the mass of water being heated and the temperature rise.. The Internet....... Q2 n■ A suitable control variable has been given (the length of time for which energy is supplied)....................................................................................... … ....... with a diagram. A suitable range has been given........................................................................................... ........ Name two sources that you used for your research....................... ... you will need to control some of the variables.................................................................... Describe briefly how you would carry out a preliminary investigation to find a suitable value to use for this variable................................................................................................................................................................................... The length of time I switched the heat on for....................................................................................................................................................................................................... Write down one variable that will need to be controlled..................... ................................................................................. .... ......... Which of these sources did you find the more useful? Concise Twentieth Century Physical Science (Archer et........................ al)............................................................................................................................................................................................. Internet” is too vague n■ Simply saying “The .......................................GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1...................................................... 2 2 comments In this investigation.......... not mentioned how the temperature rise should be obtained (it is actually calculated rather than measured) and the way in which the results could be used (“see if this gave a good difference”) is too vague................

......................................................................................................................................................................................................................... each time... ....................................................................................................................... .......................................................................................... . You should include: the equipment that you plan to use how you will use the equipment the measurements that you are going to make how you will make it a fair test a risk assessment .................................................... ........................................................... ............................................................................................................................................... .................................................................................................................................................. .........................................................................................................................0 ) Reporting on the planning and research 3 3 In this question you will be assessed on using good English. ..................................................................................................................................................................... ......................................................................................................................... ............... organising information clearly and using specialist terms where appropriate...................... ............................. The water should start at the same temperature the same amount of time each time..................................... Fair test................................................................................ ................................... ................................................................................................................................. ............................................................... 600g.............. Describe how you plan to do your investigation to test the hypothesis given................................................................ ...................................................... •Put immersion heater in and switch on for 2 •Measure the temperature after 2 minutes....................................................................................... •Repeat for 800g..................................................................................................................... 400g and 200g................................................................................... ..... ........................................................ Turn over  Do not write outside the box 2 step C O N t R O L L e D A S S e S S M e N t I N D e tA I L equipment • 12 volt immersion heater and power supply • 1 litre beaker • Stopwatch Method • Thermometer •Put 1 kg of water in the beaker and measure the temperature... ............................................ and the heater should be switched on for 17 .................................................................................................................................................................................................................................................. minutes.......................................................................................................................................................GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1.................................................

n■ The method is described in a logical …………………………………………………………………………………………………….. ……………………………………………………………………………………………………. the associated risk (being scalded if the water is spilt) and two control measures ……………………………………………………………………………………………………. ………………………………………………………………………………………………………. variables that should be kept the same in ……………………………………………………………………………………………………. ……………………………………………………………………………………………………. ……………………………………………………………………………………………………. it could scald someone. ……………………………………………………………………………………………………... should be calculated from the initial and ……………………………………………………………………………………………………. n■ The candidate has clearly stated control n■ The equipment that the candidate proposes n■ The risk assessment contains an …………………………………………………………………………………………………….. ……………………………………………………………………………………………………. are well away not get too hot. However.... punctuation. identification of the hazard (hot water). comments If the water gets very hot and the beaker gets knocked over. …………………………………………………………………………………………………….. 4 Do not write outside the box ……………………………………………………………………………………………………. n■ Even though the candidate has used bullet points in some places.. from it. be controlled or monitored.. (9 marks) 7 18 . technical terms are sufficient to meet all the relevant criteria. sequence of steps. ……………………………………………………………………………………………………. there is no indication as to how these variables will ……………………………………………………………………………………………………. 7 marks …………………………………………………………………………………………………….. bags etc. the spelling. to use is clearly described and is appropriate.. the method is clear and another person should be able to follow this method and obtain valid results. I will make sure that the water does Q3 n■ Apart from stating how the temperature rise …………………………………………………………………………………………………….. (keeping book etc away and not overheating the water) ……………………………………………………………………………………………………...... order to make the test fair. Also.. final temperatures. ……………………………………………………………………………………………………...0 ) Reporting on the planning and research C O N t R O L L e D A S S e S S M e N t I N D e tA I L step 2 Risk assessment.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. So I will make sure that all books. ……………………………………………………………………………………………………. …………………………………………………………………………………………………….. grammar and the correct use of ……………………………………………………………………………………………………. …………………………………………………………………………………………………….

...... you will be asked to share your results with others....................................... However........... ............. Attach your table below......... and has also referred to the idea of calculating a mean....... you should do so now........................................... comments Q4 .... You will be awarded up to two marks for your table.................................................. 2 2 marks comments Q5 n■ The table is incomplete....................... nor is there any reference to reproducibility.............. as the units for temperature are missing Mass of water in grams Temp at start Temp at end 1 1 mark 14 20 END OF SECTION 1 Copyright 2011 AQA and its licensors...................... the advantage of calculating a mean is not mentioned................................. All rights reserved 19 ............................................................... water............... ............... Make sure that you hand in your A4 side of research notes and your blank table for the results with this paper.. (3 marks) 5 You will need a table for your results.......................................... have been the same all the time.............. I could have used a Bunsen burner to heat the water instead of the electric immersion heater...................................................................................................................... and the flame on the Bunsen burner might not ............... of heat would have gone into the room instead of the ....................................................................GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1................................................................................ But then a lot .............. If you have not already produced a table for all the data that will need to be recorded.......................................................... Explain the advantages of sharing your results with others..........0 ) Reporting on the planning and research C O N t R O L L e D A S S e S S M e N t I N D e tA I L step 5 Do not write outside the box 2 n■ The candidate has 4 When you have completed your experimental work.......... You may use technology such as ICT to do this if you wish......... (2 marks) the idea of being able to compare the results in order to check them.....................................

the experiment may be continued over a number of lessons. Where the methods generated are unworkable. will be carrying out a variety of different methods. This is so that each candidate may be allowed to see the results of others in order to better evaluate them and form a conclusion. Key points: ■■ ■■ As before. If necessary however. then the teacher’s own results may be used for comparison. 20 . unsafe or unmanageable. In cases where there is only a single candidate. If the teacher decides that the method produced by the candidate(s) is unworkable. that candidate may still be awarded up to maximum marks for the written plan in Section 1 of the ISA. it is possible that candidates. based on their research. Candidates may use the method that they have chosen and planned. unsafe or unmanageable then the AQA marking guidelines will dictate how marks are apportioned and will take into account experiments which are scientifically accurate but not possible due to circumstances such as lack of equipment. Where this occurs. candidates then perform the practical experiment.0 ) 3 ■■ step Practical work The practical work (limited control) Just as in the previous specification. In some ISAs it will be necessary for the teacher to pool the results of the class. unsafe or unmanageable. ■■ Even if a candidate does not go on to carry out his or her plan for the experiment. or where candidates’ methods are deemed to be unworkable. then the teacher may provide a method. AQA will supply a method that may be used in such circumstances. The marking guidelines supplied by AQA will provide teachers with indicators as to how marks will be awarded based on the methods candidates choose. should / must be collected in at the end of the first lesson. ■■ ■■ ■■ ■■ ■■ ■■ There is no specified time limit for the practical work. and returned to the candidate at the start of the next lesson. eg result tables. Any paperwork. teachers can provide their own material or are able to supply the method given by AQA.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. although it is anticipated that most experiments should be capable of being completed within a one hour lesson.

x DOMESTIC HOT WATER TANKS Any other Information: Teacher Signature: GFisky Please attach any experimental worksheet or outline used by the candidates to carry out the investigation. FISKY ISA Title Did the candidates use their own plans? YES / NO If NO give details of any changes you made for this investigation.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. 30 STUDENTS IN THE GROUP PRODUCED ABOUT A DOZEN DIFFERENT METHODS. 21 . WHICH I CONSIDERED UNMANAGEABLE.0 ) ISA Explanation Sheet C O N T R O L L E D A S S E S S M E N T I N D E TA I L ISA Explanation Sheet This sheet should accompany each ISA Centre Number ISA Code Date Practical Carried Out Name of Teacher 9 8 7 6 5 PUI. PUI.x G. SO WE USED THE AQA METHOD.

x Specific Heat Capacity It is the responsibility of the centre to ensure that a risk assessment is carried out. The following is an example of a method that could be supplied by the teacher. 4. Apparatus List: Large beakers Measuring cylinder Low voltage immersion heater + power supply or a Bunsen burner Thermometer Stopwatch Method: 1. Work out the change in temperature. Put an immersion heater into the water and switch on for a fixed period of time. eg 10 minutes. Repeat for several other masses of water. Measure and record the initial temperature of the water. Example of a Method Sheet for Physics Controlled Assessment PU1. make sure that you do not change the setting on the burner during the experiment. then the teacher may provide a plan. 2. Copyright 2011AQA and its licensors.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. NOTE: If you are using a Bunsen burner instead of an electric immersion heater. Measure and record the temperature at the end. All rights reserved 22 . Measure out 1 kg of cold water into a large beaker. unsafe or unmanageable or for any other reason unsuitable. You will need to prepare a table for the results. 5. 3.0 ) Practical work C O N t R O L L e D A S S e S S M e N t I N D e tA I L step 3 If the teacher deems that the plan provided by the candidate is unworkable. Hypothesis: It is suggested that there is a link between the mass of water being heated and the temperature rise. 6.

Key points: n■ Computers and information technology can be used to generate the line graph or bar chart but this must be done under direct supervision of the teacher. Candidates may be awarded up to 4 marks for an appropriate bar chart or line graph.0 ) 4 n■ step Processing primary data Drawing the graph or bar chart (high control) Just as in the previous specification. 23 . n■ Examples of marking guidelines for the graph / bar chart can be found towards the end of this document.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. candidates will be required to draw a graph or bar chart of their results.

0 ) Processing primary data C O N t R O L L e D A S S e S S M e N t I N D e tA I L step 4 Mass of water in grams 1000 800 600 400 200 Temp at start in ºC 15 15 15 16 15 Temp at end in ºC 16 17 19 21 22 J WARD 0107 Temp rise in ºC 1 2 4 5 7 24 .GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1.

GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1.0 ) Processing primary data 4 J WARD 0107 step C O N t R O L L e D A S S e S S M e N t I N D e tA I L 8 7 6 Temperature rise in ºC 5 4 3 2 1 0 + + 0 200 400 600 800 1000 + + + Mass of water in grams 25 .

26 . 50 minutes are allowed for this section. Key points: n■ Secondary data is given in Section 2 to which candidates will need to refer.0 ) 5 n■ step Analysing results Section 2 of the ISA (high control) Section 2 will include questions concerning conclusions and evaluation. AQA will supply a data sheet containing a number of case studies for candidates to use in Section 2 of the ISA. but again the usual access arrangement rules will apply. Candidates may again use their Candidate Research notes that they made during their research.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. n■ n■ n■ Section 2 will also include a question asking candidates to relate the findings from the investigation to the context they were given. Therefore candidates should be familiar with using this type of stimulus material and have the necessary experience in order to evaluate the data given.

The maximum mark for the Controlled Assessment Unit is 50. you may object to this at any time and we will remove the work on reasonable notice. In the unlikely event that your CAU is made available for the purposes stated above. examining staff and students in paper form or electronically.Ward Date 27/1/11 Section 2 (/30) General Certificate of Secondary Education June 20xx and January 20xx TOTAL (/50) Science A (Specimen) Section 2 Controlled Assessment ISA PU1. you may be disqualified. The maximum mark for this paper is 30. Details of additional assistance (if any). your Candidate Research notes Instructions Use black ink or black ball-point pen.org. You are reminded of the need for good English and clear presentation in your answers. If you have any concerns please contact cfg@aqa. You may use a calculator.x Specific Heat Capacity For moderation in May 20xx and January 20xx Time allowed 50 minutes For this paper you must have: results tables and charts or graphs from your investigation the Data Sheet(enclosed) a pencil and a ruler. I have authenticated the candidate’s work and am satisfied that to the best of my knowledge the work produced is solely that of the candidate. Candidate Signature Section 1 (/20) J.uk 27 . I have read and understood the Notice to Candidate and can confirm that I have produced the attached work without assistance other than that which is acceptable under the scheme of assessment. Fill in the boxes at the top of this page. Yes No / Teacher Declaration: I confirm that the candidate’s work was conducted under the conditions laid out by the specification. Information The marks for questions are shown in brackets. I/2/II As part of AQA’s commitment to assist students. Candidate Declaration.0 ) Analysing results 5 Centre Number Surname step C O N t R O L L e D A S S e S S M e N t I N D e tA I L 9 8 WARD 7 6 5 Candidate Number Other Names 0 1 0 7 For Teacher’s Use JAMES Section Mark Notice to Candidate. If you copy from someone else or allow another candidate to copy from you. The work you submit for assessment must be your own.org. Cross through any work you do not want to be marked. AQA may make your CAU available on a strictly anonymous basis to teachers. for the purpose of indicating a typical mark or for other educational purposes. Has the candidate received any help or information from anyone other than the subject teacher(s) in the production of this work? If the answer is yes give the details below or on a separate page. or if you cheat in any other way.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1.uk To see how AQA complies with the Data Protection Act 1988 please see our Privacy Statement at aqa. through the Internet or other means. Answer all questions in Section 2 in the spaces provided. Do all rough work in this book. Signature of teacher ………………………………………………………… GFisky Date ……………………………….

.... have been more accurate......................................................................................... it would have been better if I had a thermometer ...................................... 3 marks 3 1 (b) comments Think about the way in which you took your measurements............ (3 marks) 1 (c) The hypothesis that you were given before you started your investigation is printed above.......................................................................................... Do you think that this resolution was appropriate for this investigation? Q1(b) n■ The candidate has correctly stated the resolution..................................GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1............................... 1ºC No......................................................... What was the resolution of your measurement of the dependent variable? ............... (3 marks) Do your results support this hypothesis? Explain your answer................................................... Explain your answer......................... One control variable was ........................ Also the mention of accuracy suggests that the candidate does not fully understand the meaning of the term resolution...... but the candidate has failed to quote any numerical evidence to support this.................................... .................................... .................................... there is no reason given as to why measuring to 1/10th of a degree would be better................ What were the variables in the investigation you did? 1 (a) n■ All three variables Q1(a) have been correctly identified The independent variable was ..........................................................................................0 ) Analysing results C O N t R O L L e D A S S e S S M e N t I N D e tA I L 5 Hypothesis: comments step 2 Do not write outside the box These questions are about the investigation that you were given to test the hypothesis.......... .............................................................................................................................................. and the candidate has stated this.............................................................. There was a pattern.... Yes................................................................................................... 1 mark ........... because then it would ................................. because the more water I used the lower the ........................ There is reference to a pattern..... Resolution means the smallest scale division on the measuring instrument that you were using................................................. temperature rise..................................................................................................... The dependent variable was.......................... 2 2 marks 28 ........................... (3 marks) The mass of water The temperature rise after 2 minutes The length of time the water was heated for............................................ However....................... 1 comments Q1(c) n■ The candidate’s results do support the hypothesis.............................................................................................. There is a link between the mass of water being heated and the temperature rise............................... that measured to 1/10th degree........ .......................................................

...................................... ………………………………………………………………………………………………………. ........ Do these other results show that this investigation is reproducible? Explain your answer using data................................................. ..................................... ……………………………………………………………………………………………………….......................... there is no explanation of this........................................ the same as mine because some of them started at ………………………………………………………………………………………………………. 2 mark 2 Turn over  29 ...................... ......... (3 marks) I would insulate the beaker and put a lid on it.......................................................................................... walls of the beaker or any heat being lost by the Q1(e) answer contains a sensible suggestion which is partly explained.... but they weren’t exactly different temperatures........................................ Although the candidate has suggested a possible reason as to why the results of others may have been different......................... Explain why you would or would not make any changes............................ comments ■■ The candidate’s This would stop any heat escaping through the water evaporating.................................. (3 marks) 1 (e) If you were to repeat your experiment.................................................................. ………………………………………………………………………………………………………......... I would make changes to my method No.... .......... smaller temperature rise................... ………………………………………………………………………………………………………............GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1......................................... 1 1 mark V ................................................... ………………………………………………………………………………………………………................... Yes............................................................................................................................................ .............0 ) Analysing results 3 1 (d) You have been given the results obtained by other people in your class or by your teacher..................................... would you make any changes to your method? Tick the box beside your answer................................................... has not quoted any numerical data........... Do not write outside the box 5 ■■ The candidate step C O N T R O L L E D A S S E S S M E N T I N D E TA I L comments Q1(d) We all got the same pattern – more water meant a ....... I would not make changes to my method.........................................

......... ...... ...... and 3 to explain the extent to which the data supports or contradicts the hypothesis.......................................... and the mark guidance states that units are not essential............... 100 Q2(a) 12 ... and has realised that case study three is not appropriate................. Draw a sketch graph of the results in Case Study 1.......... (3 marks) 2 marks 2 30 ........ .................................. Temp rise........................................................................................................................................................................ Case study 2 gives the same pattern as well.................. ........ Case study 3 doesn’t help cos they heated the water ........................................................ Do not write outside the box comments n■ Both axes are labelled correctly.................... .................................................... 2.. this answer is just worth 2 marks.................... .......................................... The shape of the line is appropriate......... 2 Q2(b) has recognised that case study 1 and case study 2 both support the hypothesis..................................... 24 ................................... .......................... Case study 1 does cos it gives the same shape graph as mine......... a “best fit” approach................................................................................. n■ There is no for different times......................... recognition of the fact that there is some conflicting evidence or that one of the means has been incorrectly calculated.......................................... (2 marks) 2 marks 0 200 300 400 Mass of water 2 (b) comments n■ The candidate Does the data on the Data Sheet support the hypothesis you were given at the start of your investigation? To gain full marks you should use all of the appropriate data from Case Studies 1...... using ...........................................................................................................................................................................GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1..................................................................... The graph should show how the mean temperature rise varies with the mass of water being heated............................................. n■ Overall........................0 ) Analysing results C O N t R O L L e D A S S e S S M e N t I N D e tA I L 5 2 2 (a) step 4 You have been given a Data Sheet which provides data from similar investigations................................................................................... ....................... .....................................

........................ All rights reserved 19 __ 30 2 3 2 marks Q4 n■ Both axes are appropriately scaled and labelled........ You will be awarded up to four marks for your chart or graph................................. . 1 mark 1 comments Q3 n■ The candidate In a domestic hot water tank......................................................................................... the smaller the temperature rise you will get when you heat it up........... rise........................................... comments Q2(c) n■ The candidate Brick has the lowest specific heat and the highest .................................................................................................................................................................................................... temp..................................................... has attempted to apply the results of the investigation to the context set by the teacher................................................................................................................ and has also related this work to another context (boiling water in a kettle)...................................... results tables............ temperature rise..................................................... ............... What is the relationship between the specific heat capacity of a substance and the mean temperature rise of that substance? Do not write outside the box 5 step C O N t R O L L e D A S S e S S M e N t I N D e tA I L Light oil has the highest specific heat but the .............................................................................................................................................................................. .... (3 marks) 4 Make sure that you hand in your A4 sheet of notes......................... the smaller the ............................................................................................................................................ ... (4 marks) END OF QUESTIONS comments Explain how well the data supports your answer.... How could the results of your investigation be useful in this context? You may use information from your A4 sheet of research notes to help you to answer this question.................................................................... ................................................................................................................................................... (3 marks) 3 Think about the context that you were given for this investigation............................................................0 ) Analysing results 5 2 (c) Use Case Study 4 to answer this question................................................... .......... has correctly identified the pattern but has not quoted any numerical data to support this............. So the bigger the specific heat................. the bigger the volume or mass of water you have... ............................................................. and charts or graphs with this paper.......................................................................................................................... However there are two plotting errors but the line of best fit is suitable........... rise...................................... ............................. When you fill the kettle for a cup of tea you long to boil............... ...... .. 3 marks 31 ................ .......... shouldn’t put too much water in or it will take too Copyright 2011 AQA and its licensors.........................GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1.............................................................. ............................ smallest temp...................................... ..........................................................................

org.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. register at aqa. Materials from these meetings will also be made available online. 32 .uk/eAQA-register n■ Key points: n■ Standardisation meetings will be run each year to assist in the application of the marking guidelines and to familiarise teachers with the process.0 ) 6 n■ step Marking the ISA Marking Sections 1 and 2 of the ISA are marked internally. n■ Full marking guidelines will be available on e-AQA. Marking should be done in red ink. Where necessary. annotations should be used to show the reasons for mark decisions. To access e-AQA. n■ Each centre is assigned a Controlled Assessment Unit Adviser who will be able to give direct support on all aspects of the Controlled Assessments. using the mark guidance supplied by AQA. This will be in two forms: generic guidance and more specific guidance for each Controlled Assessment.

n■ n■ Lead a discussion with the candidates to outline the technique that is to be used. Candidates may bring the information they collect at this stage into the supervised sessions to use in preparing their final report. interval and number of repeat readings they should take. They need to identify the method they are going to use. Candidates may need to practice the technique. They need to identify the hazards and risks associated with their investigation. S t e p . Teachers should then: n■ n■ Put the task into a context that will be suitable for their candidates to understand the reason for the investigation. to give an application for it. the range.b y. Candidates should decide for themselves factors such as the independent variable.0 ) Step-by-step Guide: Science B Controlled Assessment These Step-by-step instructions are a guide for completing Controlled Assessment for: Science B To get started. journals or any other appropriate sources of information. This might include demonstrating the technique and illustrating the variety of equipment available. choose a Controlled Assessment from the options on e-AQA. The planning stage should take one to two lessons.S t e p G U I D e O N C O M p L e t I N G A C O N t R O L L e D A S S e S S M e N t Planning and research (limited control) n■ n■ n■ Candidates need to research the context of the investigation. 33 . Follow the steps below on completing a Controlled Assessment. including the high control session used for the write-up. Helpful hints: n■ 1 step n■ n■ n■ Candidates may use technology such as the internet or CD-ROMs for their research. textbooks.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. Provide a hypothesis within the context for the candidates to investigate.

Helpful hints: – before writing up the plan and risk assessment. What variables in an investigation should be considered and managed. either individually or in groups. 3 step Practical work (limited control) ■■ ■■ ■■ Candidates perform the practical experiment. Candidates may use ICT to collect their results where appropriate. make sure your candidates know: ■■ ■■ ■■ ■■ ■■ Ways of presenting sources of research. unsafe or unmanageable in the laboratory. Writing up the plan should take no more than one or two lessons. how to manage them and how to complete a risk assessment. 34 . the teacher may provide them with a method to use for collection of data. Helpful hints: ■■ If the candidate’s own plan is unworkable. If it takes more than one lesson.S t e p G U I D e O N C O M p L e t I N G A C O N t R O L L e D A S S e S S M e N t – S C I e N C e b step 2 Reporting on the planning and research (high control) ■■ ■■ ■■ ■■ Candidates work on their own to write their introduction to the investigation. Candidates may use the information collected in their research to do this. candidates’ work must be taken in and kept securely between lessons.0 ) Step-by-step guide on completing a CA – Science B S t e p . Different ways to test a hypothesis. Possible hazards.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. How to write a detailed plan of a chosen method.b y. the associated risks. prepare their plan and compile the risk assessment. The completed plans should be kept securely and attached to the final report for marking. Candidates may use the method they have planned or the method provided by the teacher.

and annotations made where necessary to show the moderator reasons for the decisions. make sure your candidates know how to: ●■ analyse results and draw conclusions ●■ match results to a hypothesis ●■ evaluate their method of collecting data ●■ analyse secondary data. analysis and evaluation (high control) n■ n■ n■ Candidates work on their own to process and analyse their own data.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. Before they start their analysis and evaluation. Candidates must not be allowed to work on their report between sessions. where appropriate. If candidates did the practical work in groups. both collected and provided ●■ use secondary data to validate their own work.b y. 35 . Marking the Controlled Assessment n■ n■ The candidates’ reports are marked internally using the mark guidance supplied by AQA.S t e p G U I D e O N C O M p L e t I N G A C O N t R O L L e D A S S e S S M e N t – S C I e N C e b step Data processing. Candidates may use ICT in their analyses. It is at this stage candidates should be given pooled classroom data and/or teacher-derived data from the same investigation to use in their analysis and evaluation. and to write their evaluation of their investigation. Candidates’ work must be taken in at the end of one session and kept securely until the next session. Marking should be done in red ink. This part of the Controlled Assessment should be completed in two to three normal lessons (about 4 hours). the secondary data given in the Candidates’ Notes and the class or teacher-obtained secondary data. submit the one with the highest mark. 5 step Helpful hints: n■ n■ Candidates may improve their marks by carrying out another Controlled Assessment for the specification. If more than one Controlled Assessment is completed. unsafe or unmanageable in the laboratory. they must clearly identify the data that has been collected under their own direction. the teacher may provide them with a method to use for collection of data.0 ) Step-by-step guide on completing a CA – Science B S t e p . 4 Helpful hints: n■ n■ n■ n■ n■ If the candidate’s own plan is unworkable.

• • • • • Our stomach contains hydrochloric acid. Candidates should bring the information they collect into the supervised sessions to use as part of their final report. Biochemists working for pharmaceutical companies test a variety of medicines in order to find fast.b y. Understand that the stomach works most effectively in acid conditions by helping to break down food. for both scientific and commercial reasons. each candidate must record and process the data individually. Name some hazards of acids and bases and some control measures that can be put in place to minimise risks from them. These medicines work by neutralising the excess acid within the stomach which helps break down food. which could include the use of books. candidates may work singly or in groups to obtain their data. Contextualisation of task The task should be put into a context. effective relief from heartburn or acid reflux. so that candidates understand the reason for the investigation that they are carrying out. An example context is given below. Method Methods and techniques in the Controlled Assessment are not necessarily restricted to those mentioned in the specification. They test the effectiveness of antacids in terms of how effectively they neutralise excess stomach acids before they are sold to the consumer.4. section 3.4. However. Doctors may need to prescribe drugs to help patients with indigestion. In addition to the secondary data given in the Notes for Candidates. Candidates should be given the opportunity to carry out an investigation concerning the effectiveness of an antacid on stomach acid. however. to know 36 .1. candidates should be given group or teacher data to analyse and compare with their own in order to comment on the validity of their own work. and must identify the data collected under their own direction. plan and make decisions on equipment and readings to be taken. They should. Candidates should be given the opportunity to practice the techniques of titration before completing this investigation. Area of Investigation This work should be carried out during the teaching of the section relating to Unit 2. Candidates should carry out some preliminary research concerning an application for their investigation.0 ) Administration: Teachers’ Notes S t e p . internet sources and surveys.1.2 – Chemistry in action in the body. Candidates should be encouraged to use appropriate technology when completing the task.S t e p G U I D e O N C O M p L e t I N G A C O N t R O L L e D A S S e S S M e N t – S C I e N C e b GCSE Science B Controlled Assessment The effectiveness of antacid remedies This task relates to Unit 2 context 3. for themselves.2 – Chemistry in action in the body. and must write a report on their findings. Sometimes excess acid can make us feel very uncomfortable and may cause heartburn and nausea. In the practical stage.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. Pharmacologists use their knowledge of neutralisation reactions to monitor and control stomach acid using antacids. When developing new antacid remedies it is important. They will need to decide on their research method. Explain how an antacid neutralises excess stomach acid to help to treat heartburn and nausea.

and should be given the opportunity to have handson experience of the technique. 2. book and journal searches. Alternatively. Candidates should also use the data given in the Notes for Candidates. Working safely in the laboratory It is the responsibility of the centre to be aware of any health and safety implications of the investigation and ensure that a risk assessment for the practical is carried out.b y. This data could be the results obtained by other groups within the class. Candidates also need to carry out research into an application of the investigation they are carrying out. the range. calcium carbonate. Teachers should remind candidates about safe working when carrying out laboratory procedures. Analysing secondary data As part of the task. Teachers must collect all work at the end of the session and keep it securely for marking and submission with the final report for moderation. candidates must work on their own. Suggested approaches Candidates could test either a known amount of an antacid compound or an appropriate commercial preparation.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. to compare the results with known antacids. At the end of the planning session. it is recommended that one based on calcium carbonate is chosen.0 ) Administration: Teachers’ Notes S t e p . Candidates could add a known amount of hydrochloric acid (volume and concentration) to an antacid. By difference. This might include demonstrating the technique and illustrating the variety of equipment available. Candidates should then be left to themselves to decide factors such as the independent variable to be investigated. under direct supervision. interval and number of repeat readings they should take. the amount of hydrochloric acid that reacted with the antacid can be calculated. to write their plan and risk assessment for the practical.S t e p G U I D e O N C O M p L e t I N G A C O N t R O L L e D A S S e S S M e N t – S C I e N C e b what amount of antacid is best in neutralising particular acid conditions. 1. This research could take different forms such as internet searches. candidates are required to verify their data by comparing it with secondary data. Stage 1 – Planning and research The teacher should lead a discussion with the candidates to outline the technique that is to be used. 37 . You are researching the effectiveness of an antacid preparation in neutralising an acid. The excess acid can be found by titration against a standard sodium hydroxide solution. If a commercial preparation is used. Candidates should be shown the technique to be used. a commercial antacid preparation could be used. and/or results for the investigation that have been obtained by the teacher or technician before the candidates do the practical themselves. or questionnaires and surveys. Candidates should decide for themselves an appropriate method of research for their investigation.

GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1.1 M HCl. unsafe or unmanageable in the laboratory. The teacher may provide a method. under direct supervision to write up their findings. where the plan is dangerous or unworkable (from a scientific perspective) this will be reflected in the marking. Stage 3 – Data processing. to analyse the validity of their own results. Candidates should use the results of others (possibly other groups in their class or teacher-obtained results). and the secondary data given in the Notes for Candidates. Each candidate must contribute to the collection of data. but this should not preclude centres from adapting the method to suit their own needs. Once the candidates have completed their investigation.0 ) Administration: Teachers’ Notes S t e p . adding 50 cm3 of 0.125g of calcium carbonate.S t e p G U I D e O N C O M p L e t I N G A C O N t R O L L e D A S S e S S M e N t – S C I e N C e b Stage 2 – Practical work For this part of the investigation candidates may work individually or in groups. The data given in the Notes for Candidates are based on taking 0. but unworkable for a good reason (ie logistical) candidates should not lose any marks. if the candidate’s plan is unworkable. However.b y. Candidates may be given instructions of a general nature. but these should not be so prescriptive as to preclude candidates from making their own decisions. after the candidate has produced their own plan. analyse their own and the secondary data and present their evaluations and conclusions. analysis and evaluation For this part of the investigation candidates must work on their own. and titrating the excess with 0. The method suggested above could be used. their results should be made available to others in their group for data analysis and evaluation. 38 .1 M NaOH. For plans that are otherwise good.

Key points ■■ Collectively. This might include demonstrating the technique and illustrating the variety of equipment available. Research ■■ Candidates need to carry out research into an application of the investigation they are carrying out. If the teacher decides that the method produced by the candidate(s) is unworkable. candidates could produce a huge variety of methods to perform their practical work. unsafe or unmanageable then the teacher may provide a method for candidates to use in the practical session. ■■ The research could be done as a homework session and written notes made. ■■ ■■ ■■ Candidates should be shown the technique to be used. or to use their own ideas. 39 . interval and number of repeat readings they should take.0 ) Controlled Assessment in Detail Science B 1 ■■ step Planning and research The discussion session Methods and techniques in the Controlled Assessment are not necessarily restricted to those mentioned in the specification. book and journal searches. This research could take different forms such as internet searches. Teachers are free to choose to use or adapt these suggestions to suit their candidates. or questionnaires and surveys. Candidates should decide for themselves an appropriate method of research for their investigation. the range.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. The teacher should lead a discussion with the candidates to outline the technique that is to be used. Candidates should then be left to themselves to decide factors such as the independent variable to be investigated. and should be given the opportunity to have hands-on experience of the technique. ■■ AQA will supply suggestions for contextualisation of the task and suggestions for approaches to the task.

The teacher should not return work to the candidate. where the plan is dangerous or unworkable (from a scientific perspective) this will be reflected in the marking. If necessary. to write their introduction. Candidates may use the method that they have planned. although it is anticipated that most experiments can be completed within a 1 hour lesson. There is no specified time limit for the practical work. candidates should not lose any marks. after the candidate has produced their own plan. This stage should take one or two normal lessons to complete. However. If the teacher decides that the method produced by the candidate(s) is unworkable. if the candidate’s plan is unworkable. 40 . then the teacher may provide a method. the experiment may be continued over a number of lessons.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. They may use the notes they have made during their research in writing their plan.0 ) 2 ■■ step Reporting on the planning and research ■■ ■■ ■■ Candidates must work on their own. For plans that are otherwise good. It may be necessary for the teacher to pool the results of the class. but unworkable for a good reason (ie logistical). the AQA mark guidance will dictate how marks are apportioned and will take into account experiments that are scientifically accurate but not possible due to circumstances such as lack of equipment. Key points ■■ Where methods generated are unmanageable or unsafe. unsafe or unmanageable in the laboratory. Teachers may also choose to carry out the investigation themselves to provide another set of data for the candidates to analyse and evaluate. The teacher may provide a method. however. 3 ■■ ■■ ■■ step Practical work ■■ ■■ Candidates perform the practical investigation. Teachers must collect all work in at the end of the session and keep it securely for marking and submission with the final moderation. under direct supervision. unsafe or unmanageable. plan and risk assessment for their investigation. This is so that each candidate may be allowed to see the results of others in order to evaluate their own work and form a conclusion.

■■ Each centre is assigned a Controlled Assessment Unit Adviser. data analyses and evaluations are all marked internally. analysis and evaluation ■■ Candidates must work on their own (under direct supervision) to process and analyse their own data. with individual mark allocations. Candidates should be given pooled classroom data.0 ) 4 ■■ ■■ step Data processing.uk Key points ■■ Standardisation meetings will be run each year to assist in the application of the mark guidance.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. The next few pages show a sample Controlled Assessment. to help them in their analysis and to compare with in order to validate their own data. Marking should be done in red ink. They should consider any questions included in the Notes for Candidates in their write-up. 41 . and/or data obtained by the teacher. and a more detailed version. 5 ■■ step Marking the Controlled Assessment ■■ ■■ ■■ The candidates’ plans. Key points ■■ Candidates should be familiar with using secondary data and have the necessary experience in order to evaluate the data given. using the marking guidance supplied by AQA. Annotation should be used to show the reasons for mark decisions. risk assessments. and to familiarise teachers with the process. Following this is a commentary explaining the marking of each strand in the assessment grid. Candidates should use and refer to the secondary data provided in the Notes for Candidates in their analysis. can be found at sciencelab. who will be able to give direct support on all aspects of the Controlled Assessments. This guidance is available in the specification and at the back of each set of Teachers’ Notes. The assessment grid can be found in the Science B specification.org.

co. You might feel bloated or get wind or nausea. practicalchemistry.16M as it’s similar to real stomach acid. A antacid remedies. heartburn/about. I could use some maths to work out how strong the alkali and remaining acid are. RESEARCH. Research and development sections of pharmaceutical I researched the ingredients of some remedies on http:// companies have the role of producing and testing new remedies. 4/4 42 . school so I want to use calcium carbonate in my experiment. so I want to try to use one in my experiment.com and found that Tums contain famotidine 10mg.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1.com it said that stomach acid is 0.bbc.org which said that burettes allow you to measure the acid accurately.uk/health it says that if you get indigestion you might feel pain in your stomach or think you’re having a heart attack. I know we have this in hydrochloric acid so I think I’ll use the same in my experiment I found a method for investigating antacids on www. They would use alkalis to neutralise the chemist might do an investigation like mine when testing new acids. Sometimes excess acid is linked with ulcers and drugs like step aspirin can make it worse. When chemists make new antacids they have to be tested to check they work and that they are safe to use. I’m going to investigate how effective antacids are on stomach acid.ehow. Antacids are alkalis so neutralise the acid. calcium carbonate 800mg and magnesium hydroxide 165mg. Sometimes people take antacids if they get indigestion or heartburn. On www.0 ) The effectiveness of antacid remedies C O N t R O L L e D A S S e S S M e N t I N D e tA I L – S C I e N C e b 1 1. On www. Maalox contains just calcium carbonate.

To neutralise the acid (Antacid). Filter funnel Conical flask Spatula Universal indicator To show when it’s neutral. What I’ll change The mass of calcium carbonate added to the The same equipment throughout. EqUIPMENT Equipment goggles amounts to neutralise a known amount of hydrochloric acid and Why used ? To protect our eyes. To hold the burette. To weigh the calcium carbonate. To measure out the calcium carbonate. The purpose of my experiment is to investigate how effective calcium carbonate is as an antacid treatment by using different then titrating this against sodium hydroxide.1M hydrochloric acid 0.1M sodium hydroxide Electronic balance Clamp and stand White tile Burette Calcium carbonate powder To measure out the acid and alkali.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. To see the change in colour easily. PlANNINg. 43 . To fill the burette. FAIR TESTINg What I’ll keep the same The volume and concentration of hydrochloric acid and sodium hydroxide used. 50ml measuring cylinders 0.0 ) The effectiveness of antacid remedies C O N t R O L L e D A S S e S S M e N t I N D e tA I L – S C I e N C e b step 2 2. To mix the acid and alkali. To react with the alkali. To titrate the alkali with acid. To titrate with the acid. Aim. hydrochloric acid each time.

Place a white tile and the conical flask under the burette. carefully. 4. volume of sodium hydroxide added to the acid. Now measure out 0.1M sodium hydroxide. 0. repeat each one three times. Calculate mean volumes of sodium hydroxide needed to results together and dividing it by three. This is the change occurs so I can do the rest of Stop when the universal indicator turns green and record the rough titration which will give me an idea of when the colour 6.07 and 0. hydrochloric acid and put it in a conical flask. 2.1M Add a pipette of universal indicator and it should turn red. Fill the burette with 50ml of 0. reading of the volume added. neutralise th remaining stomach acid by adding the three 44 .10g of calcium carbonate and 9. the results very 50ml of hydrochloric acid in the conical flask. hydroxide is needed to neutralise it.02g of calcium carbonate and add to wait for all fizzing to stop.05. Add the alkali to the acid using the tap to control the flow. Use a measuring cylinder to measure out 50ml of 0. Titrate the remaining acid to see what volume of sodium repeat 3 times to check reliability. 10. 3. 5.0 ) The effectiveness of antacid remedies C O N t R O L L e D A S S e S S M e N t I N D e tA I L – S C I e N C e b step 2 Method.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. 1. Repeat 3 times but adding the alkali slowly to get an accurate 7. Record the result and Repeat this for 0. Mix well and 8.

calcium chloride and water. The water will dilute the remaining acid so less alkali is needed to neutralise it.0 ) The effectiveness of antacid remedies C O N t R O L L e D A S S e S S M e N t I N D e tA I L – S C I e N C e b step 2 Variables Independent Dependent Mass of calcium carbonate added to the acid (g) Amount of sodium hydroxide acid (ml) (0.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1.1M) added to neutralise the I think that when more calcium carbonate is added we will use less sodium hydroxide to neutralise the acid because the calcium carbonate reacts with the hydrochloric acid to give carbon dioxide. 4/6 45 .

know shock. to anyone using them. low as they are designed to Visually check wires and plug have intact be safe to use insulation before a low voltage. knowledge. Wash so it doesn’t come into hands carefully if you Cleapss hazcards. get it on you. know the 1st aid for cuts. cause skin on your skin Slips or falls if spilt. Use pipette to measure out solution skin contact. Visually check for cracks or chips before from edge of bench. and could allergy. You could Medium risk cut yourself.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. keep away Own knowledge. all spillages with paper 46 . very easily. Clear up towels. Could be spilt No Bunsen flames on in room.0 ) The effectiveness of antacid remedies C O N t R O L L e D A S S e S S M e N t I N D e tA I L – S C I e N C e b step 3 3. in labs and use plugging in. Ensure that are used nearby. Equipment/ Hazard procedure/ chemical used Risk Control measure Source of information glassware. bench is dry and no taps website the 1st aid for electric for electric indicator. picking up. Universal Flammable Medium risk. ASSESSINg AND MANAgINg RISk. Electric shock. They are very Use British Red Cross 1st aid for cuts. Use British Red Cross for 1st aid shock. Own website for easy to break. Electronic balance.

Slips looks like spilt. Make sure there’s no metals reacts with them. Wear immediately using paper well after the practical goggles at all times. looks like Medium as it very easily and water so you might forget to wash it off. Slips or falls if spilt. Clear up any spillages towels. or falls if water so you might forget to wash it off. Wash hands just in case. Cleapss hazcards. Irritant Medium as it very easily and chemical left lying around as acid hydroxide can damage can be spilt eyes and skin. Wash hands just in case. can damage can be spilt the skin and eyes.1M).1M). chemical 47 . Cleapss hazcards. Use British Red Cross website for information on 1st aid for burns.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. Sodium (0. If your hands feel soapy wash with lots of water. Know the first aid for chemicals in the eyes or on the skin. Use British Red Cross website for information on 1st aid for burns. Clear up any spillages towels.0 ) The effectiveness of antacid remedies C O N t R O L L e D A S S e S S M e N t I N D e tA I L – S C I e N C e b step 3 Equipment/ procedure/ chemical used Hazard Risk Control measure Source of information hydrochloric Irritant acid (0. Know the first aid for chemicals in the eyes or on the skin. Wear immediately using paper well after the practical goggles at all times.

know the eyes or on skin. keep the lab well Own and knowledge ClEAPSS hazcards. could Low hazard cause low – it’s coughing in. burette very carefully. Any keep the lid on and don’t Cleapss hazcards. 48 . Very low as only small amounts will be produced by the reaction. 1st aid for chemicals in Use British Red Cross 1st aid for website for chemicals in eyes or on skin.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. keep goggles on so it is well below eye at all times. ventilated by opening up the windows. asthmatics should have their inhaler on them at all times. Own and practical chemistry website.0 ) The effectiveness of antacid remedies C O N t R O L L e D A S S e S S M e N t I N D e tA I L – S C I e N C e b step 3 Equipment/ Hazard procedure/ chemical used Calcium Risk Control measure Source of information carbonate. Carrying of everyday things like used in lots shake container to keep the dust down. or skin in the eyes could be irritants. Medium fill and unless you use the Put the clamp and stand down on the floor knowledge to fill up the burette level. if breathed toothpaste. Suffocation. Carbon dioxide. out the Chemicals experiment.

Wear immediately using paper well after the practical goggles at all times.1M). Sodium (0. Use British Red Cross website for information on 1st aid for burns. Irritant Medium as it very easily and chemical left lying around as acid hydroxide can damage can be spilt eyes and skin. Clear up any spillages towels. Know the first aid for chemicals in the eyes or on the skin. Know the first aid for chemicals in the eyes or on the skin. Wash hands just in case.0 ) The effectiveness of antacid remedies C O N t R O L L e D A S S e S S M e N t I N D e tA I L – S C I e N C e b step 3 Equipment/ procedure/ chemical used Hazard Risk Control measure Source of information hydrochloric Irritant acid (0.1M).GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. If your hands feel soapy wash with lots of water. can damage can be spilt the skin and eyes. or falls if water so you might forget to wash it off. Use British Red Cross website for information on 1st aid for burns. Slips looks like spilt. Cleapss hazcards. Make sure there’s no metals reacts with them. looks like Medium as it very easily and water so you might forget to wash it off. Clear up any spillages towels. Wear immediately using paper well after the practical goggles at all times. chemical 8/8 49 . Wash hands just in case. Slips or falls if spilt. Cleapss hazcards.

Mass of calcium carbonate added to 0.5 10. in my mean.05 0.0 42.8 31.3 20.9 20.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1.07 10.2 49.9 0.10 42.07g gave a high result so wasn’t used again.3 50.1M sodium hydroxide added to neutralise the remaining acid (ml) Rough 1st 2nd 3rd titration attempt attempt attempt mean 0.0 42.02 50 43 31 21 50. CoLLECTINg dATA.8 The 1st attempt using 0.1M 50ml of hydrochloric acid (g) 0 Volume of 0.7 10.5 20.8 0.6 31.0 24.1 29.4 30.3 10. If I had more time I would have repeated this one 7/8 50 .0 ) The effectiveness of antacid remedies C O N t R O L L e D A S S e S S M e N t I N D e tA I L – S C I e N C e b step 4 4.5 10.0 49.8 43.

I calculated the moles of dividing it by 1000 and multiplying it by 0. It shows that acid was reduced so the volume of sodium hydroxide needed hydrochloric acid remaining by taking each mean titration and as I used more calcium carbonate the remaining hydrochloric to neutralise it was also reduced.126g of calcium carbonate to the acid it would be completely neutralised. I plotted these figures onto the graph and it clearly shows that the amount of acid is greatly reduced by the calcium carbonate being added. PROCESSINg DATA.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. My graph is negatively proportional as it’s a straight line. It shows a negative correlation as it goes down. The other two results were 51 . I didn’t use the result compared to the other two. My graph shows that if I added 0. a line graph but told me to do my own scales.1. My teacher suggested that I should do 1st attempt for 0.07g in my mean as this was an anomalous quite close so I think my work will still be reliable.0 ) The effectiveness of antacid remedies C O N t R O L L e D A S S e S S M e N t I N D e tA I L – S C I e N C e b step 5 5.

GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1.0 )

The effectiveness of antacid remedies
C O N t R O L L e D A S S e S S M e N t I N D e tA I L – S C I e N C e b
step

5
0.0060 0.0055 0.0050 + 0.0045 Concentration of HCl (mole) 0.0040 0.0035 0.0030 0.0025 0.0020 0.0015 0.0010 0.0005 0 + + +

+

6/10

0

0.02

0.04

0.06

0.08 0.010 0.012

Mass of calcium carbonate added (g)

52

GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1.0 )

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C O N t R O L L e D A S S e S S M e N t I N D e tA I L – S C I e N C e b
step

6
6. ANAlYSINg DATA. I found out that calcium carbonate is a good chemical to use as an antacid as the number of moles of hydrochloric acid remaining after the reaction, was greatly reduced. For example when 0.02g was added the HCl was 0.0043M but when 0.10g calcium carbonate you halve the amount of acid left. was added it was only 0.00103M. If you double the amount of

I used the secondary data provided to work out the mean volume of sodium hydroxide needed to neutralise dilute hydrochloric acid for antacids A-E. My means are in the table below. I didn’t include the third result for sample D in the mean as it looks like an anomalous result.
Antacid

Volume of sodium hydroxide Mean volume of sodium hydroxide (ml) needed to neutralise dilute hydrochloric acid 21 19 20 12.5 13.15 12.5 22.65 22.45 22.5 16.5 16.70 26.7 24.60 24.6 24.6 (ml) needed to neutralise dilute hydrochloric acid 20

A

B

12.65

C

22.5

D

16.62

E

24.6

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6

I used the means to draw this graph. 26 24 Mean volume of NaOH used to titrate and neutralise the acid (CM3) 22 20 18 16 14 12 10 8 6 4 2 0 SECONDARY kNOWN DATA FROM PRODUCTS.

0

A

B

C Antacid

d

E

54

65ml of sodium hydroxide was used to 3/6 55 . The most effective antacid in the table was neutralise the dilute acid whereas antacid E needed 24. so I could compare my results with those more.62ml.65.5 and 16.07 and 0. Antacids A. To make my data more valid I should have found out more about antacids A-E and tried to use the same amount of chemicals in my experiment have borrowed some results from someone else in the class to check them.1g of calcium carbonate in them as the and 20. or I could also antacid B as only 12. 22. B. C and d must titration values were 20. To make my results mean.3ml for these amounts. I think that the antacid E must have between 0.8 and 10.6ml. My results were between 30. My results were even more reliable I should have repeated the anomalous result for the 1st attempt at 0. I could have kept on repeating each experiment until I got 3 repeats all within 0.07g and not just left it out of my between 20.5ml of each other.8ml for the same amounts.07g of calcium carbonate in it as the titration value was 24.0 ) The effectiveness of antacid remedies C O N t R O L L e D A S S e S S M e N t I N D e tA I L – S C I e N C e b step 6 looking at the secondary data provided. 12.6ml.05 and 0.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1.5 have between 0.

GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. Most of my results were good apart from the 1st attempt with 0. graph are close to the line that I did.07g which was too high – I should have repeated this one again.0 ) The effectiveness of antacid remedies C O N t R O L L e D A S S e S S M e N t I N D e tA I L – S C I e N C e b step 4 7. EVAlUATINg THE PRACTICAl ACTIVITY. Strengths I think the rest of my results are good as all of the points on the Working safely and in an organised way Weaknesses I used powdered marble instead of pure calcium carbonate Didn’t have to ask for lots of help in the experiment I put the sodium hydroxide in the burette which blocked up the tap a bit I did lots of repeats It was hard to tell when the acid was neutralised was hard to see because the colour change It was hard to mix the time as adding the alkali from the burette I tidied up my working area after the experiment conical flask at the same 56 .

5ml of each other Check my results with class three other people in the This way my results will be more valid. Change the experiment so that the acid was in sodium hydroxide the burette and not the Use a pH meter instead of the universal indicator It was difficult to get the exact colour change as it sometimes looked yellow/green and sometimes I would only have to look for a looked blue/green. I think a pipette would give This way my results will be very Make sure there are three repeats all within 0. reliable. affected the reliability of my Sodium hydroxide can form crystals in it if left around too long. cylinder. By using easier. With a pH meter number 7 for neutral on the screen. a magnetic stirrer it would be much I think I might have not measured Use a glass pipette and hydrochloric acid filler to measure out the the acid correctly in the measuring a more accurate result. 6/6 57 . This could block up the tap on the burette affecting the results. It was hard to swirl the conical flask and open the tap on the Use a magnetic stirrer instead of mixing the conical flask by hand burette at the same time.0 ) The effectiveness of antacid remedies C O N t R O L L e D A S S e S S M e N t I N D e tA I L – S C I e N C e b step 5 Improvements to be made Reasons Use pure calcium powdered marble carbonate instead of There was some marble left at the end which could have been impurities which might have results.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1.

The variables are given in the fair testing table on page 2 and in the variables table on page 3 (1 mark). The candidate has recognised that the investigation is a back titration.bbc. The research has been used as a basis for the investigation (1 mark).com and www. the candidate has shown a lack of understanding when stating that the water produced will dilute the acid causing less alkali to be needed to neutralise it.com. Total 4/6 marks step 58 .org An application is given (1 mark). Also the understanding of why the amount of alkali needed decreases when the amount of calcium carbonate is added increases is confusing and so the Level 3 mark cannot be awarded here. The candidate should suggest.practicalchemistry. http://heartburn/about.com. Level 2 The plan is organized and could be followed by another person (1 mark).ehow. Level 3 A scientific explanation has been given discussing acid and alkali neutralisation (1 mark).GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. Three research sources have been given and the research has been used as a basis for the investigation into the effect of antacids (1 mark). for example. However. www. If this was all present then the Level 3 planning mark could be awarded. it is not presented as a quantitative relationship. The candidate has also not explained that titrations should be repeated until there is concordance in the results. The variables are given and a possible relationship between the variables is shown (1 mark). Level 3 There are some steps that are unclear in the plan. Although the relationship between the variables is given. Total 4/4 marks step 2 Planning 0 marks Level 1 The purpose of the investigation is given as an investigation into how effective an antacid is (1 mark). Step 6 could be improved by stating that the alkali should be added dropwise while swirling the conical flask.0 ) Marking the sample Controlled Assessment Science B 1 Research 0 marks Level 1 Sources are mentioned: www. Level 2 The application is described. what might happen when the amount of calcium carbonate is doubled.

Most control measures are based on scientific reasoning and even though some control measures are based on common sense this is only where appropriate.07g should be repeated (1 mark). Control measures have been suggested (1 mark). Level 2 The observations are accurate (1 mark). The data has been recorded with no errors (1 mark) and the candidate has recognised that one of the results for mass 0. step 4 Collecting data 0 marks Level 1 Titrations have been carried out and the results recorded in a table.0 ) 3 Assessing and managing risk 0 marks Level 1 A risk assessment has been completed (1 mark) with references to health and safety practices (1 mark). The anomalous result for 0. This is acceptable for (1 mark).GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. Even though the rough titrations have not been recorded to 1 decimal place the rest of the data is recorded with consistent significant figures and with correct headings and units. Total 7/8 marks 59 . The candidate needs to record all the measurements or observations made in order to gain this mark. The risk assessment is thorough (1 mark). Level 2 The hazards (1 mark) and associated risks (1 mark) have been identified. Level 3 All the hazards (1 mark) and risks (1 mark) have been identified. This could be done with a table showing initial and final volumes for the titres. so observations have been made (1 mark) and data has been recorded (1 mark). Level 3 step Total 8/8 marks The candidate has only recorded the final result and so is not awarded the observation mark here.07g has been identified and the candidate would have repeated this if possible (1 mark).

To be awarded the Level 3 calculation mark the candidate must show the mathematical formula they have used and give at least one worked example. This is not present in this piece. this doesn’t clearly explain the relationship between the amount of calcium carbonate and the volume of alkali used to neutralise the acid. so the Level 3 patterns mark is not awarded. The candidate was given guidance on what sort of graph to draw so no marks are awarded here. Level 3 The candidate has recognised that the line is negatively proportional. The average mass for each titre has been calculated (1 mark). step Total 6/10 marks 60 . A line graph has been drawn (1 mark). Level 2 The quantitative relationship between the variables has not been identified. However. for example.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1.07g mass (1 mark). The candidate recognised they should not use the anomalous result for the 0. what has happened when the amount of calcium carbonate is doubled.0 ) 5 Processing data 0 marks Level 1 Patterns have been identified (1 mark). The means have been calculated using appropriate significant figures for the data obtained (1 mark). The candidate should describe. The candidate chose their own scales for the graph but was given guidance on drawing the data as a line graph (1 mark).

This should then relate to the initial question of how effective antacids are on stomach acid. step Total 6/6 marks Over all total 38/48 marks 61 . Level 3 Strengths and weaknesses have been described (1 mark) and justified improvements are given (1 mark). Level 3 The conclusions do not relate directly to their primary data as they are confused on how to use the data. Level 2 The candidate has tried to relate the conclusion to the data but has got confused in their use of data. They have compared their results with the secondary data (1 mark) and have suggested repeating the anomalous result to improve reliability and have given simple suggestions to improve validity (1 mark). The candidate should discuss that the acid is neutralised by the calcium carbonate and this is why less alkali is needed when more calcium carbonate is used. The example they have given using data does not support their conclusion even though their conclusion is correct. Level 2 The effectiveness of the methods has been evaluated (1 mark). There is no evidence of a comprehensive scientific understanding.0 ) 6 Analysing data 0 marks Level 1 A conclusion has been given (1 mark). There are some correct conclusions concerning the secondary data but no further secondary data (eg group data) has been used.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. Total 3/6 marks step 7 Evaluating the practical activity 0 marks Level 1 An evaluation has been carried out (1 mark) and improvements have been suggested (1 mark). The improvements are sensible and justified (1 mark).

A mark is not needed at the time of entry but must be submitted to AQA and the moderator by 7 May/10 January.1 BU3. The Controlled Assessment papers will be available in May. 2. 3.) Out of date ISAs will NOT be accepted for earlier or later moderation dates. The ISA papers should NOT be downloaded on to the centre’s intranet. Neither should any electronic copies be made. 6. For example Set A ISAs may not be used as practice pieces until February 2013.2 PU2. The centre should also circle the highest and lowest non-zero mark for each subject on the CMFs. Do not use the ‘live’ Controlled Assessment tasks for practice purposes. The EO may print out one copy of the ISA papers for the use of the Head of Science but this copy must be kept under secure conditions.1 CU2. Teachers’ Notes are published on Secure Key Materials on e-AQA so that teachers can incorporate the Controlled Assessment into their schemes of work. Code to enter for CAU SCA4P SCA4P AS4P BL4P CH4P PH4P SCB4P SCB4P For submission in June 2012 and January 2013 June 2013 and January 2014 June 2013 and January 2014 June 2013 and January 2014 June 2013 and January 2014 June 2013 and January 2014 June 2012 June 2013 ISAs to be used for CAU BU1.0 ) Administration of Controlled Assessment Introduction 1.1 BU3. in June each year.1 PU3.2 7.1 BU2. Candidates should be entered in February/October for moderation in the following June/January.1 N/A N/A PU1. The candidates’ work must be held under secure conditions for the entire period. Teachers should attach the ISA to a specific subject when making entries but amendments can be made later.1 CU1.1 CU3. Until then centres should use the specimen ISAs for practice.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. 5.1 BU1.1 CU1. 9. (There is an exception for Science B Controlled Assessment for which moderation is available once only.2 CU3. The new specification Controlled Assessment can be used by the candidates as soon as they arrive in centres but they have only 2 opportunities for moderation.2 CU2. 4.2 BU2.1 PU2.1 PU1.2 PU3. Marks must be submitted on the Centre Mark Form (CMF). The table below shows the codes needed for Controlled Assessment entry and the ISAs that may be used with the candidates: Subject and Cert Code Science A Set A 4405 Science A Set B 4405 Additional Science 4408 Biology 4401 Chemistry 4402 Physics 4403 Science B Set A 4502 Science B Set B 4502 62 . 8.

A candidate is only allowed to have one attempt at each ISA. Risk Assessment It is the responsibility of the centre to ensure that a risk assessment is carried out for each investigation. For example. 63 . 12. and this may only be submitted for moderation on one occasion. 16. A separate entry is needed for each of the required units and for the overall subject before certification. Centres should also enter the certification code of 4401. 15. Examples of Teachers’ Notes for the ISAs and for Science B are given in this guide. Centres should be careful to ensure they submit ISAs appropriate for the subject that candidates are entering AND for the appropriate moderation date. BL3F and BL4P. 14. It is advisable for teachers or technicians to carry out trial experiments. The Practical Work For this part of the investigation candidates may work individually or in groups. Please refer to the Controlled Assessment Guide or the Specification for further explanation of the choices that can be made about when to certificate for each subject. 11. 13. BL2F.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. as marks from inappropriate subjects and out of date ISAs will NOT be accepted. Entry for Centre Assessed Unit is not automatic.0 ) 10. The examples of marked work given in the ‘Controlled Assessment in Detail’ sections are based on these Teachers’ Notes. for Biology GCSE (foundation level) you need to enter BL1F.

exact timings are not prescribed as in the ISA. a plan is unsafe because it would mean a breach of health and safety procedures. AQA will supply a hypothesis for Unit 1 ISAs. If. although the criteria are only slightly different in one respect. as per the marking guidance). as well as supplying specialist terms where appropriate. Question: What is the difference between an ISA and the Science B Controlled Assessment? Answer: In Science B there are no structured written papers. Although timings are suggested in Science B for various stages of the Controlled Assessment. then this may be subject to a loss of marks (again. Question: Are there definitions of unworkable. the feedback from Ofqual has meant that there are now substantial differences between the two forms of internal assessment. 64 . if a plan is unmanageable in that it requires equipment that is not available. whereas for Units 2 and 3 candidates will be required to supply their own hypothesis. As shown on page 6. or is this left to a teacher’s discretion? Answer: This is left to the discretion of the teacher. In terms of how this will affect the marks awarded to a candidate’s method. punctuation and grammar. As a result it is best to ignore information on the current form of coursework. Please refer to the Guidance on Quality of Written Communication document supplied by AQA for further details. as a general rule. 2 and 3? Answer: Yes.0 ) Frequently Asked Questions Question: What does an ISA written test look like? Answer: Please refer to the documents supplied in the guide. Question: Do the new ISAs have different criteria for Units 1.GCSE Sciences Guidance on Controlled Assessment for teaching from September 2011 onwards ( version 1. Question: What amount of teaching time is likely to be required to conduct the new Controlled Assessments? Answer: Approximately 5 to 6 hours. They are specimen papers accredited by Ofqual and are a representation of what the live Controlled Assessments will look like. then no marks will be lost (as per the marking guidance). dependent on circumstances. however. unsafe or unmanageable. Question: What is Quality of Written Communication? Answer: Quality of Written Communication (QWC) is a form of requirements where a candidate needs to structure their answer in a logical fashion. using correct spelling. they do. Question: How similar are the new ISAs to the current ISAs? Answer: Whilst the new ISAs are still based on the principles and theory in the Unit 4 of the specification.

aqa.uk/eAQA-register The Science Lab The Science Lab is constantly being updated with new ways to inspire your students. e-AQA e-AQA gives teachers access to useful resources such as Exampro Extra Online and Enhanced Results Analysis (ERA).org.html Or contact Nelson Thornes – e-mail cservices@nelsonthornes. If the answer to your question is not available.org.org. you can submit a query through Ask AQA and we will respond within two working days. It’s the place to visit for innovative support and resources.org.uk/support-teachers. at aqa. You also have access to our fast and convenient online booking system at events.uk/askaqa.org.org.org.org. including the latest news. To find out more about Exampro Extra Online.Helpful websites and contact information Free services Ask AQA We provide 24-hour access to useful information and answers to the most commonly asked questions at aqa.uk For the latest information Find out more. online teaching.uk Teacher Support meetings Details of the full range of our Teacher Support meetings are available on our website at aqa. revision guides.uk/ebooking Speak to your subject team You can talk directly to the GCSE Sciences subject team about all our GCSE Sciences specifications on 08442 090 415 or e-mail science-gcse@aqa.com or call 01242 267 287 . See for yourself at sciencelab.uk/subjects and register for ERA at aqa. support and downloadable resources.com/aqagcse/science-2011. visit sciencelab. as well as learning and assessment materials is available at nelsonthornes.uk Additional services Nelson Thornes resources Access to a range of textbooks.

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