Hypothesis and Variables/Lesson Document
What this resource offers the teacher and the learner
For the learner:
- discussion on hypothesis and variables in preparation for ISA GCSE exam
- graph plotting experience
- team work producing posters
For the teacher:
- descriptions and examples of different types of data (continuous and catergoric)
- useful worksheet on variables and hypothesis for students to complete
- preparation of students for their GCSE ISA exam
How to use in this resource
This lesson involves small group work and individual tasks. Here is an example lesson outline:
- 5 minutes - teacher led starter – use of example for continuous and catergoric data File:Continuous data.ppt.
- 20 minutes - students fill in poster template in groups. They should produce one poster per investigation (5 investigations presented). Differentiation by outcome – different groups will produce different number of posters File:Poster template.pdf.
- 5 minutes - assessment by students – compare their posters with another group – improve their work.
- 20 minutes - students plot graphs of similar investigations from provided data (individual work). Differentiation by outcome, up to 5 graphs can be plotted File:Mixed data.pdf.
- 10 minutes – plenary – teacher led – presentation of students graphs and discussion on the hypothesis and type of graph used to depict the results.
How this resource supports students’ learning
This is one of two lessons preparing the students for the ISA GCSE exam. It develops the idea of hypothesis to explain observations. The concept of hypothesis might be unfamiliar to students; it can be presented as a 'best guess' or a proposal intended to explain information already available.
The poster template activity is a useful collaborative learning opportunity. Groups should be selected by the teacher on the basis of maximising this opportunity for all learners.
Some students may struggle to plot continuous data graphs and may need additional help. Successful pairings can be made if necessary as the task proceeds with stronger students helping weaker ones.
SC0051=What this resource offers the teacher and the learner=
For the learner:
- exposure to the scientific terms used in scientific investigations and in ISA exams
- activities to become familiar with scientific terminology
- opportunity to use scientific terminology before the GCSE ISA exams
For the teacher:
- a fun way to cover scientific terminology (a topic that is not as exiting as most science topics)
- preparation of students for their GCSE ISA exam
How to use in this resource
Most of the lesson is based around students working in pairs or groups. Here is an example lesson plan:
- 5 minutes - student based starter – anagrams of a few terms File:Anagrams.ppt.
- 20 minutes - activity to familiarise with some of the terms – students have to find their pair (one student has a card with a term, the other with the description).
- Assessment by students – using the AQA Glossary of terms page.
- 10 minutes – teacher introduces some of the pairs and their terms to the class, reinforcing understanding by examples and graphs drawn on the board.
- 15 minutes – student group work - play Taboo with cards containing most of the terms.
- 10 minutes – plenary – crossword of the terms and free writing activity for the more advanced students.
How this resource support students’ learning
This is one of two lessons preparing students for the ISA GCSE exam. It covers a ‘dry’ topic – scientific terms. Students would have learned some or most of the terms in the regular science lessons; this lesson gathers previous knowledge and adds new terms.
The pairing activity supports collaborative learning. The taboo card game supports group consolidation learning. The plenary offers challenge and hands-on experience of how to use the terms.
A few terms are complex for students to understand. Good use of the AQA Glossary of terms pages can move the lesson (or a few struggling students) on. More able students can finish the task earlier – they can assist their colleagues or use the spare time to write free text using the terms. Comic writing can ease their use.
Care must be taken when discussing the terms continuous and categoric variables. Bearing in mind that continuous variables are quantitative whilst categoric variables are qualitative, pupils may initially choose to think of shoe size as a discrete/quantitative variable before thinking about it in the following terms - Shoe size is best defined as a categoric variable by considering the 'numerical value' i.e. size 6 etc as a 'label' rather than a meaningful measurement.
