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Produced in 2003, these performance descriptors for chemistry science subjects at AS and A2 levels were written to indicate the level of attainment characteristic of grades A/B and E/U boundary candidates across a series of assessment objectives. It was intended that they should be interpreted in relation to the...

Produced in 2007, these performance descriptors for science subjects at AS and A2 levels were written to indicate the level of attainment characteristic of grades A/B and E/U boundary candidates across a series of assessment objectives. It was intended that they should be interpreted in relation to the content...

These diagnostic questions and response activities (contained in the zip file) support students in being able to:

  • Recognise that as a sound wave travels forward, the medium it travels through does not.
  • Describe the movement of each ‘particle’ of a longitudinal (sound) wave as the wave moves...

This set of subject criteria were produced by the Qualifications and Curriculum Authority in 2006 for Awarding Bodies to produce AS and A level science subject specifications, in biology, chemistry, physics, psychology, geology, electronics and environmental science.

AS and A level subject criteria are...

This APU report for teachers focuses on the performance of students aged 15 in a range of test questions concerning electricity. It presents the findings in a sequence in which it suggests that different activities are generally encountered by students. An...

These activities from the BEST project (age 11 to 14) can be used with primary pupils. The diagnostic questions probe pupils' ability:

  • to identify magnets and magnetic materials
  • describe rules of attraction and repulsion between magnets
  • to identify situations in which a force is...

This diagnostic question is part of a series adapted for primary aged pupils from the Best Evidence Science Teaching project for ages 11 to 14.

It helps students to understand that...

This diagnostic question is part of a series adapted for primary aged pupils from the Best Evidence Science Teaching project for ages 11 to 14.

It helps students to explain what a...

These diagnostic questions and response activities (contained in the zip file) support students in being able to:

  • Distinguish between the energy in the kinetic store of an object and the object’s speed.
  • Describe how mass and speed affect the amount of energy in the kinetic store of the object...

The Nuffield Secondary Science guide to examining at CSE was aimed at teachers and examiners. It began the quest, still continuing today, to find appropriate ways to examine science across the whole ability range.

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Students investigate the properties of materials used for cooking utensils in order to collect quantitative data.  For example, if testing for thermal conductivity they should gain a value for the rate at which heat flows through a cross-sectional area of material.  Students should also find out if...

In Nuffield Physics constructive problems or questions that ask for active thinking largely took the place of pupils' reading in texts or background books. The first chapter in this book about tests and examinations provided guidance on the nature and purposes of the questions in the range of Question Books. The...

In the Nuffield Advanced Physics course, published by the Nuffield Foundation, the original authors were keenly aware of the need to design an end-of-course examination that was not only technically 'reliable' but was also 'valid', in that it tested the stated aims of...

This resource is a compilation of reports by the Qualifications and Curriculum Authority (QCA) and Ofqual reviewing standards over time in science subjects at GCSE and A levels.

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These diagnostic questions and response activities (contained in the zip file) support students in being able to:

  • Recognise that as a transverse wave travels forward, the medium through which it travels does not.
  • Describe the movement of each ‘particle’ of a transverse wave as the wave moves...