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Developing pupil responses to SAT questions in KS2 Science

Developing pupil responses to SAT questions in KS2 Science. This resource consists of a series of slides showing KS2 SAT questions from recent national tests.

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Developing pupil responses to SAT questions in KS2 Science

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  1. Developing pupil responses to SAT questions in KS2 Science This resource consists of a series of slides showing KS2 SAT questions from recent national tests. Pupil answers are shown for each of the questions. The answers are either correct, incorrect or insufficient to attain the full mark allocation. Thought bubbles are included to prompt pupils to assess the quality of the answers shown; model answers then follow on slides with the following symbol

  2. Describing Relationships

  3. 1.Washing day • Some children have washed a jumper. • Why does the jumper feel heavier after it is washed? • .................................................................................................................. • 1 mark CHALLENGE! This answer would receive a mark, but can you improve it? It is wet

  4. 1.Washing day • Some children have washed a jumper. • Why does the jumper feel heavier after it is washed? • .................................................................................................................. • 1 mark Remember! If a question begins with WHY?, your answer should start with BECAUSE Because it has absorbed some water

  5. (b) The children want to find out how long the jumper takes to dry. They hang the jumper up to dry. Name the process that completely dries the jumper. ...................................................................................................................... 1 mark CHALLENGE! This answer would not receive a mark, but can you explain why? dripping

  6. (b) The children want to find out how long the jumper takes to dry. They hang the jumper up to dry. Name the process that completely dries the jumper. ...................................................................................................................... 1 mark TOP TIP! Always try to use the correct scientific keyword evaporation

  7. (c) The children weigh the jumper every hour. They make a graph of their results. How many hours did the jumper take to dry? .....................................................…hours 1 mark (d) The children repeat their test the next day. They wash and dry the same jumper in the same way. The jumper dries more quickly. Give ONE possible reason why the jumper dries more quickly when they repeat their test. ...................................................................................................................... 1 mark CHALLENGE! Both answers are incorrect. Can you explain why? 9 hours The wind was strong

  8. (c) The children weigh the jumper every hour. They make a graph of their results. How many hours did the jumper take to dry? .....................................................…hours 1 mark (d) The children repeat their test the next day. They wash and dry the same jumper in the same way. The jumper dries more quickly. Give ONE possible reason why the jumper dries more quickly when they repeat their test. ...................................................................................................................... 1 mark Remember! Use ‘ER’ words when you are comparing 7 hours The wind was stronger

  9. 2.Stacking Masses (a) Abdul has some stacking masses. He puts one mass on the stacking tower. He uses a forcemeter to pull the tower. There is a force on the tower from the forcemeter. Draw an arrow on the picture below to show the direction of this force. 1 mark CHALLENGE! This answer would gain a mark but could still be improved. How?

  10. 2.Stacking Masses (a) Abdul has some stacking masses. He puts one mass on the stacking tower. He uses a forcemeter to pull the tower. There is a force on the tower from the forcemeter. Draw an arrow on the picture below to show the direction of this force. 1 mark The arrow in this diagram should be horizontal

  11. (b) Abdul measures the force needed to pull the tower. He notes the forcemeter reading each time he adds a mass to the tower. Look at the notes of Abdul’s results. Describe what Abdul’s notes tell him about the number of masses and the size of the force needed to pull them. ................................................................................................................... ................................................................................................................... 2 marks CHALLENGE! Is this answer correct? The greater the number of masses, the greater the weight

  12. (b) Abdul measures the force needed to pull the tower. He notes the forcemeter reading each time he adds a mass to the tower. Look at the notes of Abdul’s results. Describe what Abdul’s notes tell him about the number of masses and the size of the force needed to pull them. ................................................................................................................... ................................................................................................................... 2 marks Remember! If your answer is an ‘ER’ sentence, use the factors that are given in the question The greater the number of masses, the greater the force

  13. Number of masses Forcemeter reading (N) 1 0.90 2 0.75 3 0.60 4 0.45 5 0.30 (c) Abdul puts his results into this table, but he makes a mistake. What is the mistake in Abdul’s table? .......………….................................. ....................................................1 mark His results do not match his notes CHALLENGE! Neither of these answers are good enough to be marked correct. Can you explain why? (d) Abdul notices his mistake. He corrects his table. Then he says: ‘I wonder if I made any mistakes when I did my test?’ What should he do to check if he made any mistakes in his test? ........................................................................................................ 1 mark Check his test results

  14. Number of masses Forcemeter reading (N) 1 0.90 2 0.75 3 0.60 4 0.45 5 0.30 (c) Abdul puts his results into this table, but he makes a mistake. What is the mistake in Abdul’s table? .......…………..................................... ....................................................….. ................................................1 mark The forcemeter readings are back to front (d) Abdul notices his mistake. He corrects his table. Then he says: ‘I wonder if I made any mistakes when I did my test?’ What should he do to check if he made any mistakes in his test? ......................................................................................................... .................................... 1 mark Repeat his test to see if his results are correct

  15. 3.Bouncing Balls (a) Some children found out how high a tennis ball bounces on different surfaces. They dropped a tennis ball from a height of 100cm. What equipment did they use to measure how high the ball bounces? ...................................................................................................................... 1 mark CHALLENGE! This answer is wrong! What should it be? A piece of string

  16. 3.Bouncing Balls (a) Some children found out how high a tennis ball bounces on different surfaces. They dropped a tennis ball from a height of 100cm. What equipment did they use to measure how high the ball bounces? ...................................................................................................................... 1 mark Remember! Look carefully at pictures and diagrams for useful information A ruler

  17. Surface How high ball bounced (cm) grass 40 tarmac 51 concrete 61 clay 47 (b) They measured how high the ball bounced and recorded their results like this. CHALLENGE! How many mistakes can you find? How did the children present their results? Tick ONE box. in a graph in a bar chart in a pie chart in a table 1 mark (c) Why did they drop the ball from the same height each time? ............................................................................................... 1 mark (d) What is the ONE factor they changed as they carried out their investigation? ................................................................................................ 1 mark   To make the test fair How high the ball bounces

  18. Surface How high ball bounced (cm) grass 40 tarmac 51 concrete 61 clay 47 (b) They measured how high the ball bounced and recorded their results like this. How did the children present their results? Tick ONE box. in a graph in a bar chart in a pie chart in a table 1 mark (c) Why did they drop the ball from the same height each time? ............................................................................................... 1 mark (d) What is the ONE factor they changed as they carried out their investigation? ................................................................................................ 1 mark Follow instructions!  To make the test fair The surface

  19. Height of drop (cm) Height of bounce (cm) 50 32 100 62 150 88 200 115 (e) They carried out a second investigation. They recorded the height the same ball bounced when dropped from different heights onto the same surface. Use the evidence from their two investigations to suggest which surface they used for their second investigation. CHALLENGE! Is this answer correct? Tick ONE box. grass tarmac concrete clay 1 mark (f) Describe how the height of the drop affects the height of the bounce. ..................................................................................... ....................................................................................... 2 marks  The higher it drops, the faster it goes

  20. Height of drop (cm) Height of bounce (cm) 50 32 100 62 150 88 200 115 (e) They carried out a second investigation. They recorded the height the same ball bounced when dropped from different heights onto the same surface. Use the evidence from their two investigations to suggest which surface they used for their second investigation. Tick ONE box. grass tarmac concrete clay (f) Describe how the height of the drop affects the height of the bounce. ..................................................................................... ....................................................................................... 2 marks Use the factors!  The higher it drops, the higher the bounce

  21. 4.Rockets (a) Alice makes a rocket and launcher. She puts the rocket in the launcher. She squeezes the launcher. A force makes the rocket shoot into the air. the rocket the tube the air in the bottle the air outside the bottle 1 mark CHALLENGE! What common mistake has been made? Tick ONE box below to show where the force comes from.  

  22. 4.Rockets (a) Alice makes a rocket and launcher. She puts the rocket in the launcher. She squeezes the launcher. A force makes the rocket shoot into the air. the rocket the tube the air in the bottle the air outside the bottle 1 mark Remember! Only tick the number of boxes stated Tick ONE box below to show where the force comes from. 

  23. (b) On the diagram below, draw an arrow to show the direction of air resistance on the rocket as it leaves the launcher. 1 mark CHALLENGE! Is this answer correct? Explain your answer

  24. (b) On the diagram below, draw an arrow to show the direction of air resistance on the rocket as it leaves the launcher. 1 mark Air resistance is a force that acts in the opposite direction to a moving object

  25. (c) Alice wants to find out if changing the length of the rocket makes a difference to how far it travels. Alice predicts that the longer the rocket, the shorter the distance the rocket will travel. She tests her prediction. Here are her results: (i) Was Alice’s prediction correct? Yes No CHALLENGE! How many marks are achieved?  1 mark (ii) Explain how the graph shows if her prediction was correct or incorrect. ............................................................................................................ ............................................................................................................ 1 mark (d) Alice does the test more than once. Why does she repeat the test? Tick ONE box. to make it a fair test to change her equipment to check her results to make the rocket go further1 mark The line is going up as the size of the rocket goes up 

  26. (c) Alice wants to find out if changing the length of the rocket makes a difference to how far it travels. Alice predicts that the longer the rocket, the shorter the distance the rocket will travel. ‘ER’ sentences can be used to describe graphs (i) Was Alice’s prediction correct? Yes No  (ii) Explain how the graph shows if her prediction was correct or incorrect. ............................................................................................................ ............................................................................................................ 1 mark (d) Alice does the test more than once. Why does she repeat the test? Tick ONE box. to make it a fair test to change her equipment to check her results to make the rocket go further1 mark The graph shows that the longer the rocket,the further it travels 

  27. 5.Ice lollies (a) Some children are making ice lollies. The children cool the liquid. It changes into ice. Name the process that takes place when a liquid changes to a solid. .............................................. 1 mark CHALLENGE! Is this answer correct? Turning to ice

  28. 5.Ice lollies (a) Some children are making ice lollies. The children cool the liquid. It changes into ice. Name the process that takes place when a liquid changes to a solid. .......................................... 1 mark REMEMBER! Always try to use the correct scientific keyword Freezing

  29. Volume of lolly(cm3) Time taken to melt(minutes) 30 200 40 230 50 255 60 275 70 295 (b) Which TWO statements below show that an ice lolly is a solid? Tick TWO boxes. It has a fixed shape. It is slippery. It is cold. It is cloudy. 1 mark It cannot be poured.    (c) The children make ice lollies of different sizes. They time how long the lollies take to melt. Here are their results. CHALLENGE! How many mistakes can you spot? Describe the link between the volume of the lolly and the time it takes to melt. ............................................................................................. .............................................................................................. 2 marks The greater the volume,the longer the time taken to freeze

  30. Volume of lolly(cm3) Time taken to melt(minutes) 30 200 40 230 50 255 60 275 70 295 (b) Which TWO statements below show that an ice lolly is a solid? Tick TWO boxes. It has a fixed shape. It is slippery. It is cold. It is cloudy. 1 mark It cannot be poured.   (c) The children make ice lollies of different sizes. They time how long the lollies take to melt. Here are their results. Always check keywords Describe the link between the volume of the lolly and the time it takes to melt. ............................................................................................. .............................................................................................. 2 marks The greater the volume,the longer the time taken to melt

  31. Materials

  32. 1.The water cycle (a) This picture shows part of the water cycle. What does the arrow show? Tick ONE box cold water rising water vapour condensing water evaporating gas changing to liquid 1 mark CHALLENGE! Is this answer correct? 

  33. 1.The water cycle (a) This picture shows part of the water cycle. What does the arrow show? Tick ONE box cold water rising water vapour condensing water evaporating gas changing to liquid 1 mark REMEMBER! Always try to use the correct scientific keyword. Do you know the definitions for evaporate and condense? 

  34. (b) Tick ONE box in each row to show if each sentence is true or false. TrueFalse from water produced by condensation. from water vapour in the air. 1 mark (c) In the water cycle, water from the sea becomes rain water. Why is rain water not salty when it comes from salty sea water? ...................................................................................................... 1 mark Clouds form ...  The salt in sea water does not evaporate CHALLENGE! Only one mark is awarded for the answers on this slide.Which answer do you think it is for?

  35. (b) Tick ONE box in each row to show if each sentence is true or false. TrueFalse from water produced by condensation. from water vapour in the air. 1 mark (c) In the water cycle, water from the sea becomes rain water. Why is rain water not salty when it comes from salty sea water? ...................................................................................................... 1 mark Clouds form ...   The salt in sea water does not evaporate In question (b) you are asked to tick ONE box IN EACH ROW. Remember to read instructions carefully

  36. 2.Evaporation (a) Rose knows that water and vinegar evaporate. Tick ONE box to show what evaporation means. Evaporation is the change from... gas to liquid. gas to solid. liquid to solid. liquid to gas. 1 mark  CHALLENGE! Can you explain why this answer is wrong?

  37. 2.Evaporation (a) Rose knows that water and vinegar evaporate. Tick ONE box to show what evaporation means. Evaporation is the change from... gas to liquid. gas to solid. liquid to solid. liquid to gas. 1 mark  If you are asked to choose the correct answer, carefully think about all the choices before you decide

  38. (b) Rose sets up a test to find out if more water or more vinegar evaporates over 3 days. She puts water in one container and vinegar in another container, like this: Rose places both containers on the same windowsill. (i) Use the information above to describe ONE thing that is not fair in her test. ............................................................................................... 1 mark (ii) Why does it matter if her test is not fair? ............................................................................................... ............................................................................................... 1 mark CHALLENGE! Both answers are correct but can (i) have a different answer? The containers are different sizes She will not be able to trust her results if the test is not fair

  39. (b) Rose sets up a test to find out if more water or more vinegar evaporates over 3 days. She puts water in one container and vinegar in another container, like this: Rose places both containers on the same windowsill. (i) Use the information above to describe ONE thing that is not fair in her test. ............................................................................................... 1 mark (ii) Why does it matter if her test is not fair? ............................................................................................... ............................................................................................... 1 mark There is more vinegar than water She will not be able to trust her results if the test is not fair

  40. Day Time Volume of water (cm3) Volume of vinegar (cm3) Monday 10am3pm 10099 10098 Tuesday 10am3pm 9794 9189 Wednesday 10am3pm 9486 8280 (c) Rose changes her test to make it fair. She measures the volumes of water and vinegar twice each day to see how much has evaporated. The table below shows her results. (C) CHALLENGE! This statement is true, but is the answer correct? Rose wanted to compare water and vinegar to find out which evaporated the most over 3 days. Use Rose’s results to write a conclusion for her test. ............................................................................................. ............................................................................................ 1 mark (d) Rose notices that more water and vinegar evaporated between 10am and 3pm on Tuesday than between the same times on Monday or Wednesday. Suggest ONE possible reason why more water and vinegar evaporated on Tuesday. 1 mark ............................................................................................ Different amounts of water and vinegar evaporated It might have been hotter on Tuesday

  41. Day Time Volume of water (cm3) Volume of vinegar (cm3) Monday 10am3pm 10099 10098 Tuesday 10am3pm 9794 9189 Wednesday 10am3pm 9486 8280 (c) Rose changes her test to make it fair. She measures the volumes of water and vinegar twice each day to see how much has evaporated. The table below shows her results. REMEMBER! Make sure that your conclusion answers the original question Rose wanted to compare water and vinegar to find out which evaporated the most over 3 days. Use Rose’s results to write a conclusion for her test. ............................................................................................. 1 mark (d) Rose notices that more water and vinegar evaporated between 10am and 3pm on Tuesday than between the same times on Monday or Wednesday. Suggest ONE possible reason why more water and vinegar evaporated on Tuesday. 1 mark ............................................................................................ More vinegar than water evaporated It might have been hotter on Tuesday

  42. Material/Object Flexible Hard Transparent aluminium foil wax candle wooden rolling pin plastic food wrap glass 3.In the kitchen (a) Layla collects different objects from the kitchen. She looks at some of the properties of the materials these objects are made from. Write a or a in each empty box in the table to show the properties of the materials. CHALLENGE! What mistake has been made? or     1 mark

  43. Material/Object Flexible Hard Transparent aluminium foil wax candle wooden rolling pin plastic food wrap glass 3.In the kitchen (a) Layla collects different objects from the kitchen.  She looks at some of the properties of the materials these objects are made from. Write a or a in each empty box in the table to show the properties of the materials. REMEMBER! Follow instructions or       1 mark

  44. cooling water cooking bread dissolving salt in water boiling an egg freezing water into ice mixing vinegar withbicarbonate of soda burning a candle (b) Aluminium foil is flexible. Give ONE use of aluminium foil in the kitchen where it is important that the foil is flexible. .............................................................................................. 1 mark It does not burn in the oven (c) Layla knows some changes are reversible. Tick THREE boxes to show which changes are reversible.   CHALLENGE! What mistakes have been made in these answers?   2 marks

  45. cooling water cooking bread dissolving salt in water boiling an egg freezing water into ice mixing vinegar withbicarbonate of soda burning a candle (b) Aluminium foil is flexible. Give ONE use of aluminium foil in the kitchen where it is important that the foil is flexible. REMEMBER! A true statement might not answer the question Wrapping around food (c) Layla knows some changes are reversible. Tick THREE boxes to show which changes are reversible.    Follow instructions carefully 2 marks

  46. water vapour condensation steam smoke (d) Layla watches some water boiling near a window. The picture shows what she can see on the window. (i) Write the missing label for the picture below by choosing from the words in the box below. window condensation ........................................................ CHALLENGE! Part (ii) is incorrect. What mistake has been made? 1 mark (ii) Why does the level of the water inside the saucepan go down if the water continues to boil? .............................................................................................. 1 mark the water will turn to water vapour which disappears

  47. water vapour condensation steam smoke (d) Layla watches some water boiling near a window. The picture shows what she can see on the window. (i) Write the missing label for the picture below by choosing from the words in the box below. window The last two words of the answer are incorrect and lost this pupil their mark condensation .................................................... 1 mark (ii) Why does the level of the water inside the saucepan go down if the water continues to boil? .............................................................................................. 1 mark the water will turn to water vapour which disappears

  48. 5.Pebbles, salt and sand (a) Joanne has a dry mixture of pebbles, salt and sand. She has these four pieces of equipment to help her separate the mixture. Which piece of equipment from the box should Joanne use to separate the pebbles from her mixture? ........................................................ 1 mark (b) Which TWO pieces of equipment from the box should she use to separate the salt from the sand? 1 mark sieve CHALLENGE! Spot the mistake water funnel ........................ and ......................

  49. 5.Pebbles, salt and sand (a) Joanne has a dry mixture of pebbles, salt and sand. She has these four pieces of equipment to help her separate the mixture. Which piece of equipment from the box should Joanne use to separate the pebbles from her mixture? ........................................................ 1 mark (b) Which TWO pieces of equipment from the box should she use to separate the salt from the sand? 1 mark sieve Always use the words that are given in the question water filter ........................ and ......................

  50. (c) Joanne uses these two things and some other equipment to separate the salt from the sand. When she finishes, she has salt crystals in one container and sand in another container. salt crystals sand Explain fully how Joanne separated the salt and sand mixture, so that she finished with salt crystals in one container and sand in another container. .................................................................................................. .......................................................................................…....... ................................................................................................. 2 marks CHALLENGE! What is wrong with these statements? *add water to dissolve the salt *heat salt solution to evaporate the water *filter to separate sand from salt solution

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