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KS3 Science · Year 9Chapter 1 · Working scientifically (Year 9)
Year 9 · Chapter 1

Working scientifically (Year 9)

By the end of this chapter you will be able to

  • Plan a fair test with independent, dependent and control variables
  • Assess the risks of a low-voltage or magnet practical and state control measures
  • Calculate the mean of repeat readings, and find and remove an anomaly
  • Choose a table or graph, set its axes and describe the pattern
  • Convert between units with the prefixes kilo, milli and mega, and evaluate a method

You should already know

  • Working scientifically in Year 7 and Year 8: fair tests, risk, means and graphs
  • Converting metres to centimetres and kilograms to grams (Year 7 and Year 8 Science)

Where this leads

  • Every practical in Year 9, including circuits (Chapter 10), magnets (Chapter 11) and waves (Chapter 13)

National Curriculum for England, Key Stage 3 science, Year 9. Content: 9WS1 plan fair tests with independent, dependent and control variables, and justify a hypothesis, 9WS2 assess risk for practicals, including electrical and magnetic practicals, and use apparatus safely, 9WS3 take repeat readings, calculate means, identify anomalies and state uncertainty in measurements, 9WS4 present data in tables, line graphs and scatter graphs with correct axes and units, 9WS5 evaluate method, reliability and accuracy, and suggest improvements, 9WS6 use SI units and standard prefixes (kilo, milli, mega) and convert between them.

Exercise P  Do you remember?

1
FWhat is 48 divided by 6? Write the number.
2
FHow many centimetres are there in 3 metres? Write the number.
3
FHow many grams are there in 1 kilogram? Write the number.
4
FWhat is the mean of 2, 4 and 6? Write the number.
5
FWhich graph joins points with a line to show change over time? Write the words.
1.1

Fair tests with electrical and magnetic practicals

Year 9
9WS1: plan fair tests with independent, dependent and control variables
Video lesson: Fair tests with electrical and magnetic practicalsComing soon
Story. Asha wants to know whether adding a second 1.5 V cell makes a lamp carry more current. “I will change the number of cells,” she says, “and measure the current. The lamp, the wires and the ammeter must stay the same.”

In an enquiry, the independent variable is the one you change on purpose. The dependent variable is the one you measure. A control variable is anything else that could affect the result, so it is kept the same.

In electricity, the number of cells, the current and the brightness of a lamp are common variables. In magnetism, the number of turns on a coil, the current and the number of paperclips picked up are common variables.

celllampAammeter measures current
A lamp circuit with a cell and an ammeter in series. Changing the number of cells changes the current.

Key ideas

  • The independent variable is changed on purpose.
  • The dependent variable is measured to show the effect.
  • Control variables are kept the same so the test is fair.
  • A testable prediction can be checked by measuring something.
Worked example 1.1.1
Asha changes the number of cells. Name the independent variable. Write the words.

Method. Find the variable changed on purpose.

  1. Find the change. Asha changes the number of cells on purpose.
    changes on purpose
  2. Name it. The number of cells is the independent variable.
    number of cells
  3. Write the answer.
    number of cells

Check. The number of cells is set before each reading. ✓

Worked example 1.1.2
Asha measures the current in the circuit. Name the dependent variable. Write the words.

Method. Find the variable that is measured.

  1. Find the measurement. The ammeter measures the current.
    measures the current
  2. Name it. The current is the dependent variable.
    current
  3. Write the answer.
    current

Check. The current depends on the number of cells. ✓

Worked example 1.1.3
Name one control variable in Asha’s test. Accept any one: the lamp, the wires, or the ammeter.

Method. Find a variable that must not change.

  1. Think. A control variable stays the same for every reading.
    stays the same
  2. Name one. The lamp is kept the same, so it is a control variable.
    the lamp
  3. Write the answer.
    Accept any one: the lamp, the wires, or the ammeter.

Check. If the lamp changed, the test would not be fair. ✓

Watch out

Watch out: if you change the number of cells and the lamp at the same time, you cannot say which change caused the result.

Exam tip

Exam tip. Name the variable in full, for example “the number of cells”, not just “cells”.

Try it (with your teacher, or a grown-up at home). With your teacher, build a lamp circuit using one cell, then two cells in series. Keep the lamp, the wires and the ammeter the same. Record the current each time, and say which variable is independent, dependent and controlled.

Exercise 1A  Fair tests with electrical and magnetic practicals

1
FA pupil changes the strength of a magnet to see how many paperclips it picks up. Name the independent variable. Write the words.
2
FIn the same magnet test, name the dependent variable. Write the words.
3
FIn a test of how the number of turns on a coil changes the magnetic effect, name the independent variable. Write the words.
4
FIn the coil test, the current is kept at 0.5 A. Is the current an independent or a control variable? Write the words.
5
FWhich of these is a testable prediction? Write a or b. (a) Magnets are interesting. (b) A coil with more turns picks up more paperclips.
6
FAli changes the current and the number of turns at the same time. Is this a fair test? Write yes or no.
7
FName one control variable when testing how the number of cells changes the current. Accept any one: the lamp, the wires, or the ammeter.
8
PSRuth tests whether a longer wire has more resistance. Name one control variable. Accept any one: the wire type, the wire thickness, or the temperature.
9
PSA pupil predicts that six turns pick up more paperclips than three turns. Is this prediction testable? Write yes or no.
10
PSA coil test uses a battery pack that gives 3 V. Write the number of volts the pack gives. Write the number.
11
RExplain why a fair test keeps the control variables the same. Write one sentence.
12
RChallenge: design a test of how the length of a wire changes its resistance. Write one sentence naming the independent and dependent variables. Accept any sentence naming the length of the wire as independent and the resistance as dependent.
1.2

Risk and safe apparatus

Year 9
9WS2: assess risk for practicals, including electrical and magnetic practicals, and use apparatus safely
Video lesson: Risk and safe apparatusComing soon
Story. Priya’s class is about to test a lamp circuit and some strong magnets. Her teacher asks: “What could go wrong, and how will you stop it?” Before any practical, the class writes down the hazards, the risks and the control measures.

A hazard is something that could cause harm. The risk is the chance that the harm happens, and how serious it could be. A control measure is something you do to reduce the risk. Low-voltage cells and batteries are safe for school practicals, but mains electricity is never used by pupils. Pupils never test mains equipment.

ActivityHazardRiskControl measure
Making a circuit with a 4.5 V battery pack and a lampa hot lamp filament and bare wire endsburns to the fingersswitch off between readings and let the lamp cool
Testing magnets on the benchmagnets snapping togetherpinched or bruised fingershold magnets by their edges and keep fingers clear
Using a coil wound on a bolta warm coil after the current has flowed for a long timeburns from a hot coiluse short tests and a low-voltage pack, and a grown-up checks the leads
Risk assessment for three low-voltage and magnet practicals

Key ideas

  • A hazard could cause harm; a risk is the chance and seriousness of harm.
  • A control measure reduces the risk.
  • Use low-voltage cells, never mains electricity, in pupil practicals.
  • Let a lamp cool and keep fingers clear of magnets.
Worked example 1.2.1
In the lamp circuit, the lamp filament becomes hot. Name the hazard. Write the words.

Method. Find what could cause harm.

  1. Look at the lamp. A lamp filament can become very hot.
    very hot
  2. Name it. The hot filament is the hazard.
    hot filament
  3. Write the answer.
    a hot lamp filament

Check. The hazard is the thing that could cause harm. ✓

Worked example 1.2.2
In the same circuit, name the risk. Write the words.

Method. Think about the harm that could happen.

  1. Think. Touching a hot lamp could burn the fingers.
    burn the fingers
  2. Name it. So the risk is burns to the fingers.
    burns to the fingers
  3. Write the answer.
    burns to the fingers

Check. The risk is the chance of harm and how serious it could be. ✓

Worked example 1.2.3
Name a control measure for the hot lamp. Accept any one: switch off between readings, or let the lamp cool.

Method. Choose something that reduces the risk.

  1. Think. Switching off between readings means the lamp cools.
    lamp cools
  2. Name one. So switching off between readings is a control measure.
    switch off between readings
  3. Write the answer.
    Accept any one: switch off between readings, or let the lamp cool.

Check. A control measure reduces the risk. ✓

Watch out

Watch out: a risk is not the same as a hazard. “The lamp is hot” is a hazard. “Burns to the fingers” is the risk.

Exam tip

Exam tip. A control measure must match the risk. Writing “be careful” is not enough on its own.

Try it (with your teacher, or a grown-up at home). With your teacher, write a risk assessment for a lamp circuit using low-voltage cells. Put in a column for hazard, risk and control measure. Check that every control measure reduces a named risk.

Exercise 1B  Risk and safe apparatus

1
FWhat is a hazard? Write the words.
2
FWhat is a risk? Write the words.
3
FWhich is a control measure: switching off between readings, or using a hot lamp? Write the words.
4
FIs a 4.5 V battery pack a mains supply? Write yes or no.
5
FShould a pupil plug a practical into a mains socket in school? Write yes or no.
6
FIn the magnet activity, name the hazard. Write the words.
7
FIn the coil activity, name the risk. Write the words.
8
PSWrite one control measure for the coil activity. Accept any one: short tests, or a low-voltage pack.
9
PSWhich practical is safest? Write a, b or c. (a) A 12 V battery pack with short tests. (b) A mains socket with wet hands. (c) A metal kettle on a bench.
10
PSThe risk table lists three activities. How many control measures are listed? Write the number.
11
RExplain why a teacher should check the leads before a circuit test. Write one sentence.
12
RChallenge: Ben says magnets are always safe. Write one sentence to correct him. Accept any sentence that says strong magnets can pinch fingers, so they need a control measure.
1.3

Repeats, means and anomalies

Year 9
9WS3: take repeat readings, calculate means, identify anomalies and state uncertainty
Video lesson: Repeats, means and anomaliesComing soon
Story. Mei measures the current through a bulb three times. Her readings are 0.31 A, 0.29 A and 0.30 A. “Why do I repeat it?” she asks. Her teacher says repeats show how precise the reading is, and a mean gives a single best value.

Take repeat readings and find the mean: add the readings, then divide by the number of readings. An anomaly is a reading that does not fit the others. You may leave it out only if you give a reason, and you must say so.

The uncertainty of a reading is about half the smallest division on the scale. A ruler read to the nearest millimetre has an uncertainty of 0.5 mm.

ReadingCurrent (A)
Repeat 10.31
Repeat 20.29
Repeat 30.52
Three repeat readings of the bulb current

Key ideas

  • Mean = total of the readings divided by the number of readings.
  • An anomaly does not fit the pattern; check it and state why it is removed.
  • Uncertainty is about half the smallest division on the scale.
  • Repeats show precision: close readings are precise.
Worked example 1.3.1
Find the mean of the three bulb readings: 0.31 A, 0.29 A and 0.30 A. Write the number.

Method. Add, then divide by 3.

  1. Add. Add the readings: 0.31 + 0.29 + 0.30 = 0.90.
    0.90
  2. Divide. Divide 0.90 by 3.
    0.90 / 3 = 0.30
  3. Write the answer.
    0.30

Check. 0.30 x 3 = 0.90. ✓

Worked example 1.3.2
A reading of 0.52 A is an anomaly in the set 0.31, 0.29 and 0.52. Find the mean of the other two readings. Write the number.

Method. Remove the anomaly, then add the other two.

  1. Remove. The reading of 0.52 A does not fit, so leave it out.
    leave it out
  2. Add and divide. (0.31 + 0.29) / 2 = 0.60 / 2 = 0.30.
    0.60 / 2 = 0.30
  3. Write the answer.
    0.30

Check. 0.30 is close to the other readings. ✓

Worked example 1.3.3
A ruler reads 56 mm to the nearest millimetre. Write the largest possible value, in mm.

Method. Add half the smallest division.

  1. Find the uncertainty. The smallest division is 1 mm, so the uncertainty is 0.5 mm.
    0.5 mm
  2. Add. The largest value is 56 + 0.5.
    56 + 0.5 = 56.5
  3. Write the answer.
    56.5

Check. 56.5 - 0.5 = 56. ✓

Watch out

Watch out: you cannot remove a reading just because you do not like it. Only remove an anomaly if you have a reason, and say what it was.

Exam tip

Exam tip. Divide by the number of readings, not by the number of different values.

Try it (with your teacher, or a grown-up at home). With your teacher, roll a small toy car down a ramp four times at the same height. Measure each distance with a ruler, work out the mean, and look for an anomaly. Write down the uncertainty of the ruler.

Exercise 1C  Repeats, means and anomalies

1
FFind the mean of 4, 6 and 8. Write the number.
2
FFind the mean of 10, 12, 14 and 16. Write the number.
3
FFind the mean of 0.2, 0.4 and 0.3 (in A). Write the number.
4
PSFind the mean of the bulb readings 0.31, 0.29 and 0.30 A. Write the number.
5
PSA toy car rolls 212 cm, 208 cm, 216 cm and 210 cm. Find the mean. Write the number.
6
FWhich value is an anomaly in the set 52, 54, 51 and 90? Write the number.
7
PSA stopwatch reads to the nearest 0.1 s. Write the uncertainty of one reading, in seconds. Write the number.
8
PSA ruler reads to the nearest millimetre. Write the smallest possible value of a reading of 48 mm, in mm. Write the number.
9
FWhich word means that repeat readings are close to each other? Write the word.
10
RExplain why a pupil should not remove a reading without giving a reason. Write one sentence.
11
RChallenge: five readings are 10, 12, 11, 30 and 11 (cm). The 30 cm reading is an anomaly. Find the mean of the other four readings. Write the number.
1.4

Presenting data in tables and graphs

Year 9
9WS4: present data in tables, line graphs and scatter graphs with correct axes and units
Video lesson: Presenting data in tables and graphsComing soon
Story. Sam tests how many paperclips a magnet picks up at different distances. He plots the results, but his friend asks: “Which variable goes on the x-axis, and should the points be joined?”

Put the independent variable on the x-axis and the dependent variable on the y-axis. Label each axis with the name and the unit. Use a bar chart for groups, a line graph for change over time, and a scatter graph for two numbers that may be linked. A scatter graph shows a positive correlation if y rises as x rises, a negative correlation if y falls, and no correlation if there is no pattern.

Paperclips picked up by a magnet0246810051015distance from the magnet (cm)paperclips
Scatter graph of paperclips picked up against distance from a magnet

Key ideas

  • The independent variable goes on the x-axis.
  • Label each axis with the name and the unit.
  • Use a bar chart for groups, a line graph for change over time, a scatter graph for two numbers.
  • Positive correlation: y rises with x. Negative: y falls as x rises.
Worked example 1.4.1
Sam wants to show the number of paperclips picked up at several distances. Which graph should he use? Write the words.

Method. Check the type of data.

  1. Check. Both numbers are measured, and the points may show a link.
    may show a link
  2. Name it. Two measured numbers that may be linked are shown on a scatter graph.
    scatter graph
  3. Write the answer.
    scatter graph

Check. A line is not joined between separate readings. ✓

Worked example 1.4.2
Read the scatter graph: how many paperclips are picked up at 4 cm? Write the number.

Method. Find 4 on the x-axis, then read up.

  1. Find the point. The point at 4 cm is on the graph.
    at 4 cm
  2. Read the value. Read across to the y-axis: the value is 11.
    value is 11
  3. Write the answer.
    11

Check. The table shows 11 paperclips at 4 cm. ✓

Worked example 1.4.3
Describe the correlation shown by the paperclip points. Write the word.

Method. Look at the direction of the points.

  1. Look. As the distance rises, the number of paperclips falls.
    falls
  2. Name it. When y falls as x rises, the correlation is negative.
    negative
  3. Write the answer.
    negative

Check. Positive would rise from left to right. ✓

Watch out

Watch out: in a scatter graph, do not join the points with a line. The points show the pattern; a line joining every point can mislead.

Exam tip

Exam tip. A graph needs a title, labelled axes, units and a sensible scale starting from zero when that helps.

Try it (with your teacher, or a grown-up at home). With your teacher, place a magnet at 2 cm, 4 cm, 6 cm, 8 cm and 10 cm from a heap of paperclips, and count how many it picks up. Plot the results as a scatter graph and describe the correlation.

Exercise 1D  Presenting data in tables and graphs

1
FWhich graph shows separate readings that may be linked, with no line joining them? Write the words.
2
FIn the paperclip graph, what is on the x-axis? Write the words.
3
FGive the correlation shown when the points fall from left to right. Write the word.
4
FWhich graph is best for the number of pupils in four different year groups? Write the words.
5
FWhich graph joins the points with a line to show change over time? Write the words.
6
PSRead the paperclip graph: how many paperclips are picked up at 8 cm? Write the number.
7
FWrite the symbol for the unit of electric current. Write the symbol.
8
PSA pupil plots the number of cells on the x-axis and the current on the y-axis. Which is the dependent variable? Write the words.
9
PSWhich axis shows the independent variable? Write x or y.
10
RWrite one sentence that describes the pattern in the paperclip graph. Accept any sentence saying the number of paperclips falls as the distance from the magnet increases.
11
RChallenge: explain why the points on a scatter graph are not joined with a line. Write one sentence. Accept any sentence saying each point is a separate measurement, and a line would suggest values that were not measured.
1.5

SI units, prefixes and evaluation

Year 9
9WS5: evaluate method, reliability and accuracy, and suggest improvements, 9WS6: use SI units and standard prefixes (kilo, milli, mega) and convert between them
Video lesson: SI units, prefixes and evaluationComing soon
Story. Sam’s report must give a length in metres, a mass in kilograms and a power in watts. His data are in kilometres, grams and kilowatts. He must convert every value before he writes the report.

The SI units are the agreed units of measurement. A prefix changes the size of a unit: kilo means 1000 times, mega means 1000000 times, and milli means one thousandth (0.001 times).

To convert a large unit to a smaller one, multiply. To convert a small unit to a larger one, divide. When you evaluate a method, say how reliable it is, how accurate it is, and how it could be improved.

PrefixSymbolMultiply the base unit by
kilok1000
megaM1000000
millim0.001
Standard prefixes and what they multiply by

Key ideas

  • kilo = 1000 times; mega = 1000000 times; milli = one thousandth.
  • 1 km = 1000 m; 1 kg = 1000 g; 1 MW = 1000 kW.
  • Converting to a smaller unit: multiply. To a larger unit: divide.
  • Evaluate a method by its reliability, its accuracy and its improvements.
Worked example 1.5.1
Convert 3.5 km into metres. Write the number.

Method. kilo means 1000, so multiply by 1000.

  1. Find the factor. A kilometre is 1000 metres.
    1 km = 1000 m
  2. Multiply. Multiply 3.5 by 1000.
    3.5 x 1000 = 3500
  3. Write the answer.
    3500

Check. 3500 divided by 1000 is 3.5 km. ✓

Worked example 1.5.2
Convert 250 mA into A. Write the number.

Method. milli means one thousandth, so divide by 1000.

  1. Find the factor. A milliamp is one thousandth of an amp.
    1 mA = 0.001 A
  2. Divide. Divide 250 by 1000.
    250 / 1000 = 0.25
  3. Write the answer.
    0.25

Check. 0.25 x 1000 = 250 mA. ✓

Worked example 1.5.3
Convert 2 MW into W. Write the number.

Method. mega means 1000000, so multiply by 1000000.

  1. Find the factor. One megawatt is one million watts.
    1 MW = 1000000 W
  2. Multiply. Multiply 2 by 1000000.
    2 x 1000000 = 2000000
  3. Write the answer.
    2000000

Check. 2000000 divided by 1000000 is 2 MW. ✓

Watch out

Watch out: 250 mA is 0.25 A, not 2.5 A. A milli unit is smaller, so the number of units goes up when you convert it to amps.

Exam tip

Exam tip. Write the factor first, then multiply or divide. Check the answer is the right size.

Try it (with your teacher, or a grown-up at home). With your teacher, measure the length of a book in centimetres, then convert it to metres. Say which prefix you used. Then say one way the ruler method could be made more reliable.

Exercise 1E  SI units, prefixes and evaluation

1
FWhat number does the prefix kilo multiply by? Write the number.
2
FWhat number does the prefix milli multiply by? Write it as a decimal.
3
FWrite the symbol for the prefix mega. Write the symbol.
4
FConvert 4 km into metres. Write the number.
5
FConvert 800 g into kg. Write the number.
6
FConvert 1500 mV into V. Write the number.
7
PSConvert 2.4 MW into kW. Write the number. (1 MW = 1000 kW.)
8
PSConvert 75 mA into A. Write the number.
9
PSConvert 0.006 m into mm. Write the number.
10
PSA kettle is rated at 2.5 kW. Write its power in W. Write the number.
11
RSam says a method that measures mass to the nearest gram is precise to 0.001 kg. Is he right? Write yes or no.
12
RChallenge: a pupil measures a ramp distance with a metre ruler read to the nearest millimetre. Write one way to improve the reliability of the method. Accept any answer such as taking more repeats, or using a tape measure with a finer scale.

Chapter summary

SkillMethod
Fair testChange only the independent variable; measure the dependent; keep the control variables the same.
RiskHazard (what could cause harm), risk (chance and seriousness), control measure (reduces it).
Mean and anomalyTotal divided by the number of readings; leave out an anomaly only with a stated reason.
GraphsBar chart for groups; line graph for change over time; scatter graph for two linked numbers.
Prefixeskilo = 1000; mega = 1000000; milli = 0.001. Multiply to go to a smaller unit, divide to go to a larger one.
EvaluationJudge the reliability and accuracy of the method, then suggest a specific improvement.

Can you…?

  • I can name the independent, dependent and control variables in a fair test
  • I can name the hazard, risk and control measure for an activity
  • I can work out the mean of repeat readings, and find an anomaly
  • I can choose a suitable table or graph, label its axes and describe the pattern
  • I can convert between units using kilo, milli and mega, and evaluate a method

Key terms

independent variable
the variable that is changed on purpose
dependent variable
the variable that is measured to show the effect
control variable
a variable that is kept the same to make a test fair
hazard
something that could cause harm
risk
the chance that harm happens, and how serious it could be
mean
the total of the readings divided by the number of readings
anomaly
a reading that does not fit the pattern of the others
uncertainty
the range within which the true value is likely to lie, about half the smallest division
SI unit
an agreed standard unit of measurement, such as the metre or the kilogram
prefix
a word such as kilo, milli or mega that multiplies or divides a unit

Exercise 1Z  Check-up

1
In a test of how a bulb brightness changes with cells, which is the dependent variable? Write the words.
2
Name one control variable when testing how the number of turns on a coil changes the paperclips picked up. Accept any one: the current, or the core.
3
Write one control measure for using a hot lamp. Accept any one: switch off between readings, or let the lamp cool.
4
Find the mean of 0.5 A, 0.7 A and 0.6 A. Write the number.
5
The readings are 40, 42, 41 and 60. Which is the anomaly? Write the number.
6
Which graph joins points with a line to show change over time? Write the words.
7
A scatter graph has points that fall from left to right. Write the correlation. Write the word.
8
Convert 4500 mm into m. Write the number.
9
Convert 0.2 kW into W. Write the number.
10
A reading of 30 cm is given to the nearest centimetre. Write the largest possible value, in cm. Write the number.

Total 19 marks. Allow about 19 minutes.

Exercise 1X  Practice test questions

1
FName the independent variable in a test of how the length of a wire changes its resistance. Write the words.[1 mark]
2
FFind the mean of 5, 7 and 9. Write the number.[1 mark]
3
FWhich graph shows how the temperature of a liquid changes over time? Write the words.[1 mark]
4
PSWrite one hazard and one control measure for using a magnet near pupils’ fingers. Accept any sensible pair, for example pinched fingers, and keep fingers clear.[2 marks]
5
PSConvert 1.2 km into m. Write the number.[2 marks]
6
PSFind the mean of 0.22 A, 0.26 A and 0.28 A. Write the number.[2 marks]
7
PSA ruler reads 56 mm to the nearest millimetre. Write the smallest possible value, in mm. Write the number.[2 marks]
8
RExplain why a fair test needs control variables. Write one sentence.[2 marks]
9
RThe paperclip graph has the distance from the magnet on the x-axis and the paperclips on the y-axis. Give the correlation, and say whether the points should be joined. Accept any answer that gives negative correlation and says the points should not be joined.[3 marks]
10
RA pupil says “the more repeats, the more accurate the result.” Write a correct version of this statement in one sentence. Accept any sentence that says repeats improve precision and reliability, but do not by themselves remove systematic error.[3 marks]
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