1 / 32

Skills for Science

Skills for Science. w ith a focus on Biology. What Skills?. Selecting Information. Selecting information from different sources. Written passages. Remember you are not being tested on knowledge in this type of question. Read the question carefully. It should give you a clue.

reynaldoj
Télécharger la présentation

Skills for Science

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Skills for Science with a focus on Biology

  2. What Skills?

  3. Selecting Information

  4. Selecting information from different sources.

  5. Written passages • Remember you are not being tested on knowledge in this type of question. • Read the question carefully. It should give you a clue. • Your answer must refer to key words in the question. • Remember to give full answers. • You may need to explain something in the passages. You need to say why something happens or may happen.

  6. Tables • Read the question carefully. • Be clear what the question is asking you. • Pay attention to the headings in the table. • Remember to use all the information that is available when you answer the question. This means you give as much detail as possible.

  7. Charts and graphs • Pie Charts • Work out how much each division on chart equals. • Use this to work out which segment of pie chart refers to each factor.

  8. Charts and Graphs • Line graphs and bar charts. • Calculate the scale on each axis. • i.e what value does each small division equal. • You can write it on the paper ( so you do not need to keep working it out) • At credit level you may need to take information from more than one source. e.g. a table and a graph

  9. Presenting Information

  10. Ways you may be asked to present information

  11. Completing a table of results • Use the information in the question to make sure your column headings are correct. (don’t change it from the information that is given) • Units must be included in the heading (if appropriate.)

  12. Graphs and charts • You must use a ruler to draw any lines. • Make sure any line you draw is in the correct place. • Read the question!! Draw the type of graph or chart asked.

  13. Graphs and charts • Label axes. Take label from table exactly. Remember to include units. • Choose a suitable scale. • A scale that makes it easy to plot points. • A scale that uses at least half the graph paper. • Scale must go past the last value to be plotted. • Scale must increase in regular divisions. • Plot points carefully. • Use ruler to complete. • Only plot data values given. • Do not plot to zero on x axis unless you have been given a value for that point.

  14. Graphs and charts Line Graphs • Put a value for the origin of both axes if not already there. (This is usually 0 but not always) • Join plots with a ruler. • Make sure your line goes through the plots. • Bar Charts/Graphs • Values (usually this will be a word) on x axes should be below the column. • Take care. Use a ruler to draw the bars. Be really careful with the tops of the bars. • Be careful any shading does not go over the lines. • Bar chart has space between the bars. • Histogram : The bars touch and the values will be numbers

  15. Calculations

  16. Averages • Total the numbers in the set • Divide by the number in the set.

  17. Averages • You may be asked to calculate a daily increase or a weekly increase or a yearly increase. • Find the total increase ( subtract the initial number from the final number then divide by number of days/weeks/years in the study) • Final number – initial number number in study

  18. Ratios • Read question carefully • Use the same units for all quantities. • Keep the order of the quantities the same as it appears in the question • Answers must be in whole numbers. • You should not be able to divide the numbers any more.

  19. Ratios • Start by trying to divide both sides by the smallest number. • If that does not produce a whole number look at ending of the figures. • If they all end in 0 divide by 10 • If they all end in 0 or 5 divide by 5 • If they all end in an even number divide by 2

  20. Percentages

  21. Percentages

  22. Express a number as a percentage • Percent means per 100 • If you are asked to calculate a percentage you are working out how many there would be per 100. • Eg in a science class there are 6 boys and 14 girls. What percentage of boys are in the class? • 6 out of 20 are boys. • Divide 6 by 20 • Then multiply by 100 • 6/20 x100

  23. Express a percentage as a number. To convert a percentage to a number • Take the percentage you want to convert • Divide it by 100 • Then multiply be the number. • E.g in a group of 20 girls 16% like chocolate ice cream. How many girls like chocolate ice cream? • Divide 16 by 100 • Then multiply by 20 (the total number of girls) • 16/100 x 20

  24. Calculate a percentage change • First calculate the change • Divide by initial value • Multiply by 100 • Eg in 2010, 92 LHS pupils were presented for standard grade biology. In 2011 115 pupils were presented. • Increase = 115-92 = 23 • Divide 23 by original 23/92 • Multiply by 100

  25. Conclusions and experimental procedures

  26. Experimental procedures

  27. Validity of an investigation. • Has the result been caused by the factor you are investigating? • You make in investigation valid by setting up a control to prove it was the factor you were investigating which caused the change.

  28. Control experiments • A control experiment checks the validity of an experiment. • A control experiment is identical to the original experiment except for the factor you are investigating. • Read the question carefully. Do you need a general definition of a control or do you require a control specific to the investigation in the question?

  29. Reliability of an investigation. • Repeating an experiment will make it more reliable because it will minimise the effect of an atypical result. • Be careful that your answer says ‘it increases the reliability….’ or ‘it makes the experiment more reliable’. • It is a good idea to add ‘because it will minimise the effect of an atypical result.’

  30. Drawing conclusions • Think about the information that is given. • What can be learned from this information. • Look back at the aim to help with wording.

  31. Describing a relationship • Usually refers to information in a graph but it could be from a table. • Need to describe relationship between two factors. • Both factors should be in your answer. • Good idea to start ‘As factor x increases factor y…….’ • Make sure you look carefully at data provided and describe all phases of the relationship. • You need to support with actual data (including units) to get the full marks.

More Related