Thursday, 20 September 2012

Controlled Assessment Graphs

I really want my triple science students to get maximum marks from their graphs.

It isn't going to be easy.

What constitutes a "complex mathematical technique"? And once you've used one how do you demonstrate "quantitative uncertainty"?

I know year 13 students who would struggle to do this independently.

The success will be when they do it successfully in their controlled assessment.

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Location:United Kingdom


  1. A complete guess here - how about error bars to show uncertainty? It definitely sounds like your controlled assessment is worse than ours (aqa). I presume that simply taking a mean isn't complex enough, but any more processing is a little challenging for gcse.

  2. I've been teaching this today and the year 11 groups can cope with error bars, very well in fact, but generating the data to use via a complex mathematical technique is more confusing. An average is necessary for 4 marks, things like doing a calculation involving milliamps or calculating a rate from timings is needed for 6. It is much more difficult than even prior to 2006 specifications.

  3. How about gradients if they are straight line graphs?

  4. That wil do, but the efficiency graphs are not straight and neither are the enzyme activity vs pH. I can't see how you can do this without telling the students what to do.