• Quick retrieval from earlier learning (Evaluating experiments (research summaries)). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

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. In Experiment 2, which variable was changed on purpose? (the acid concentration / the temperature / the colour of the magnesium / the volume of gas after 1 minute) → the temperaturePrompt: Look only at the description of Experiment 2.
2. Experiment 1: A student dropped the same ball from heights of 0.5 m, 1.0 m and 1.5 m onto a wooden floor and measured the bounce height. Experiment 2: The student dropped the same ball from 1.0 m onto wood, carpet and concrete. Which variable was kept constant in Experiment 2 but changed in Experiment 1? (the bounce height / the drop height / the mass of the ball / the floor surface) → the drop heightPrompt: What was tested in Experiment 1?
3. In a drug trial, neither the patients nor the doctors know who gets the real drug. Why? (To make the trial shorter / To stop expectations from biasing the results / Because the drug is secret / To save money) → To stop expectations from biasing the resultsPrompt: People's beliefs can change what they report.

• Show a simple experiment with one thing changed and ask what makes it a fair test.
• Share the objective: Comparing scientific explanations (conflicting viewpoints). Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Two students explain why a ball rolling on a flat floor eventually stops. Student 1: Objects naturally slow down and stop when nothing keeps pushing them. Student 2: Friction and air resistance act against the motion; with no resistive forces, the ball would keep moving at a steady speed. Which student's view agrees with Newton's first law?
• Step 1: Newton's first law: an object keeps moving at constant velocity unless a resultant force acts.
• Step 2: So the answer is: Student 2
• Answer: Student 2
• 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. Two hypotheses explain the same data. How can scientists decide between them? (Vote on them / Ignore the data / Design an experiment where they predict different results / Choose the shorter one) → Design an experiment where they predict different resultsPrompt: Where do the two ideas disagree?
2. Two scientists explain why some lakes have fewer fish than ten years ago. Scientist 1: Farm fertiliser washed into the lakes caused algae to grow; when the algae died, bacteria used up the oxygen in the water. Scientist 2: Warmer water from climate change holds less dissolved oxygen, so fewer fish survive. What do both scientists agree on? (Fertiliser is the only cause. / Fish numbers have increased. / Low oxygen in the water harms the fish. / The water is getting colder.) → Low oxygen in the water harms the fish.Prompt: Read each viewpoint and underline its key claim.

• 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 8 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. Two students explain why a metal spoon in hot soup feels hotter than a wooden spoon in the same soup. Student 1: The metal spoon is at a higher temperature than the wooden spoon. Student 2: Both spoons reach a similar temperature at the end in the soup, but metal conducts thermal energy into your hand much faster, so it feels hotter. A thermometer shows the tips of both spoons in the soup at the same temperature. This result supports… (Student 2 / Student 1 / both students equally / neither student) → Student 2Prompt: Read each viewpoint and underline its key claim.
2. Two scientists explain why the Moon shows phases. Scientist 1: Earth's shadow covers different amounts of the Moon during the month. Scientist 2: Half of the Moon is always lit by the Sun; as the Moon orbits Earth, we see different amounts of the lit half. Which scientist's explanation is accepted by astronomers today? (both / Scientist 2 / neither / Scientist 1) → Scientist 2Prompt: Read each viewpoint and underline its key claim.

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-11.