• Quick retrieval from earlier learning (Independent, dependent and control variables; Drawing conclusions from evidence). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Investigation: How does exercise affect heart rate? Which is the independent variable (the one you change)? (mass of the bob / type of exercise / minutes of exercise / heart rate (beats per minute)) → minutes of exercisePrompt: Independent variable: the one you change. Dependent variable: the one you measure.
2. Which conclusion goes too far? Results: cress grew taller with more light, from 0 to 8 hours a day. (Cress will keep growing taller with any amount of light, even 24 hours. / Cress with no light grew least. / Light affected how tall the cress grew. / Between 0 and 8 hours, more light gave taller cress.) → Cress will keep growing taller with any amount of light, even 24 hours.Prompt: The test only went up to 8 hours.
3. Investigation: How does the height of a ramp affect how far a toy car travels? Which is the dependent variable (the one you measure)? (the same car / height of the ramp / distance the car travels / heart rate (beats per minute)) → distance the car travelsPrompt: Independent variable: the one you change. Dependent variable: the one you measure.

• Show a simple experiment with one thing changed and ask what makes it a fair test.
• Share the objective: Evaluating experiments (research summaries). Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Experiment 1: A pendulum with a 0.5 kg bob was timed for 10 swings with string lengths of 0.25 m, 0.50 m and 1.00 m. Experiment 2: A 1.00 m pendulum was timed with bobs of 0.1 kg, 0.5 kg and 1.0 kg. In Experiment 2, which variable was changed on purpose?
• Step 1: In Experiment 2 the different values are given for the mass of the bob.
• Step 2: So the answer is: the mass of the bob
• Answer: the mass of the bob
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. Experiment 1: Seeds were kept at 10 °C, 20 °C and 30 °C, all watered daily, and the number that germinated was counted. Experiment 2: Seeds were kept at 20 °C and given 0, 5 or 10 mL of water a day. In Experiment 2, which variable was changed on purpose? (the temperature / the volume of water / the number of seeds that germinated / the colour of the pots) → the volume of waterPrompt: Look only at the description of Experiment 2.
2. Experiment 1: Seeds were kept at 10 °C, 20 °C and 30 °C, all watered daily, and the number that germinated was counted. Experiment 2: Seeds were kept at 20 °C and given 0, 5 or 10 mL of water a day. Which variable was kept constant in Experiment 2 but changed in Experiment 1? (the temperature / the number of seeds that germinated / the colour of the pots / the volume of water) → the temperaturePrompt: What was tested in Experiment 1?

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. Experiment 1: Magnesium ribbon was added to hydrochloric acid at concentrations of 0.5, 1.0 and 2.0 mol/dm³ at 25 °C, and the gas volume after 1 minute was measured. Experiment 2: The 1.0 mol/dm³ acid was used at 15 °C, 25 °C and 35 °C. Which variable was kept constant in Experiment 2 but changed in Experiment 1? (the volume of gas after 1 minute / the temperature / the colour of the magnesium / the acid concentration) → the acid concentrationPrompt: What was tested in Experiment 1?
2. Hypothesis: "Plants grow faster in blue light than in red light." Which experiment tests it best? (One plant in blue light outdoors and one in red light indoors / Identical plants under blue or red lamps of equal brightness, same water and temperature / Plants in blue light only / Different species under the same lamp) → Identical plants under blue or red lamps of equal brightness, same water and temperaturePrompt: Only the colour of light should differ.

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-10.