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It explains what each example assesses, focusing on Working scientifically objectives (AO3-related skills such as interpreting and evaluating information, drawing conclusions, and understanding demand levels). The material details how diagrams, graphs, chromatograms, and tables support or increase complexity, and it outlines possible adaptations that change demand from low to high by adding scaffolding or presenting more than one conclusion to justify with evidence.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/gcse-science-hub-school-network-summer-update-booklet-3-commentaries/623513/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/gcse-science-hub-school-network-summer-update-booklet-3-commentaries/623513.png","ImageObject",300,407,{"name":92,"@type":93},"MrHarris58","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What do students need to do in Example 1?","Question",{"text":112,"@type":113},"Students identify which plants have not responded to light (B and C), then correlate the diagram information with the method to justify the conclusion using evidence.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the booklet describe demand levels for questions?",{"text":117,"@type":113},"It compares standard, low, and high demand by looking at scaffolding, openness of instructions, and the complexity of information students must interpret and process.",{"name":119,"@type":110,"acceptedAnswer":120},"Which types of data representations are used across the examples?",{"text":121,"@type":113},"The booklet uses diagrams, line graphs, chromatograms, and tabular data, explaining how each format affects how demanding the task becomes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},623513,1792525440,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687212988360,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","GCSE  \nScience  \nHub school network-summer update  \nBooklet 3-commentaries  \nPublished: summer 2019  \nContents  \n\n| Contents | Page |\n| --- | --- |\n| Example 1 | 4 |\n| Examples 2-7 | 5 |\n| Examples 8-9 | 6 |\n| Interpret and evaluate: examples 10-19 | 7 |\n| Make judgements and draw conclusions: examples 20-25 | 9 |\n| Develop and improve experimental procedures: examples 26-34 | 10 |\n\nCommentaries  \nExample 1  \nThis question is taken from Biology 2F, Question 8.4. It also assesses aspects of Working scientifically 1 . 1, 3.6 and 3.8.  \nTask  \nStudents need to look at the diagram, and recognise which plants have not responded to the light (B and C). They then need to correlate the information in the diagram with the method (which should clue them in to the fact that the tip of the shoot in B and C have been treated in some way – either by covering or removing) to justify the given conclusion.  \nAspect of AO3  \nStudents are not making judgements and drawing conclusions, as the conclusion is given to them. They are also not developing or improving experimental procedures. This is an example of having to interpret the information given, which means it assesses their ability to interpret and evaluate.  \nLevel of demand  \nThis question is targeted at standard demand.  \nThe diagram clearly shows the tips either covered or removed, reinforcing the written method. The shoots clearly either grow towards the light or grow straight up. Students are having to correlate and interpret the information that is given in different formats, which makes it more demanding than simply looking at one set of information simply stated (compare with Example X (currently 5, but change), which is a low demand example) . Also, the question is open, with the simple instruction ‘Give evidence from…’ so students need to be looking for evidence and use their own words.  \nPossible adaptations to change demand  \nA low demand version of this question would give more scaffolding and may even be closed – perhaps multiple choice, or a ‘complete the sentence’ type question, or might say ‘give two observations (or words to that effect) that support the conclusion’, might ask for only one piece of evidence.  \nA high demand version might give two different conclusions and ask students to decide which one is more likely, using evidence from the diagram to justify their decision.  \nExample 2  \nStudents should compare the patterns shown in the two simple line graphs and identify how they are similar and how they are different. In the question paper the two graphs are opposite eachother on facing pages so they can do the comparison easily. They are prompted into a comparison by the instruction ‘Give one similarity and one difference …’ Students are being asked for a comparison and at this level may struggle with the command word, so the question is scaffolded and simply put, steering students to what is required.  \nCompare the demand with that of examples 3 and 4 , where they are comparing the data but doing more than simply describing similarities and differences.  \nExample 3  \nThis question assesses aspects of Working scientifically 3.5.  \nStudents should study the patterns in the graph for both materials and identify similarities and differences. Having two sets of data on one graph, with a key that they need to interpret increases the level of demand from that shown in example 2. The question clearly asks students to compare and does not steer them towards similarities or differences, which opens it up and gives less scaffolding as to what is required. The mark scheme credits similarities and differences.  \nExample 4  \nThe question assesses aspects of Working scientifically 3.5 and 3.6, and maths skill 4a.  \nThis is a very high demand example, intended only for the most able, which occurs about twothirds ofthe way through the Synergy HT paper (Synergy papers typically have eight or nine questions) . Students need to interpret the data in the two graphs, which are more com","cbCaih1x8lrsEBVU","https://ap.wps.com/l/cbCaih1x8lrsEBVU","pdf",322890,14,"English","# Contents\n## Example 1\n## Examples 2-7\n## Examples 8-9\n## Interpret and evaluate: examples 10-19\n## Make judgements and draw conclusions: examples 20-25\n## Develop and improve experimental procedures: examples 26-34","[{\"question\":\"What do students need to do in Example 1?\",\"answer\":\"Students identify which plants have not responded to light (B and C), then correlate the diagram information with the method to justify the conclusion using evidence.\"},{\"question\":\"How does the booklet describe demand levels for questions?\",\"answer\":\"It compares standard, low, and high demand by looking at scaffolding, openness of instructions, and the complexity of information students must interpret and process.\"},{\"question\":\"Which types of data representations are used across the examples?\",\"answer\":\"The booklet uses diagrams, line graphs, chromatograms, and tabular data, explaining how each format affects how demanding the task becomes.\"}]","GCSE Science Hub school network-summer update - Booklet 3 - Commentaries | PDF",1792468658,35]