Planning a fair test
Pupil resources for this lesson. Use these sheets alongside the matching slideshow.
GROW Science Autumn1 W5A Fair Test Pupil
PUPIL WORKSHEET
Planning a fair test
Autumn 1 · Week 5 · Lesson A
Name: ____________________________ Date: __________________
Identify independent, dependent and control variables, plan repeated measurements with units and explain fair handling of unexpected results.
Plan a test before using the equipment. Today's question is: Does the run-out surface affect a trolley's stopping distance? Use words, diagrams, pointing or adult dictation. Keep this sheet for Tuesday.
1. One question, clear variables
Complete the plan. Name what you will deliberately change, what you will keep the same and what you will measure. Give the measurement unit.
| Planning frame | Our choice |
| Question | Does the run-out surface affect stopping distance? |
| CHANGE | |
| KEEP THE SAME | |
| MEASURE, with unit |
PUPIL TASK / Autumn 1 · Week 5 · Lesson A
2. Diagnose the adult demonstration
Write, draw, point or dictate as agreed with your teacher.
In the first demonstration, the adult changed the surface AND pushed the trolley. The trolley travelled farther. Explain why this does not isolate the surface's effect, and tell the adult how to repair the method.
Two things changed: ___ and ___.
We cannot tell ___ because ___.
Repair the method by ___.
PUPIL TASK / Autumn 1 · Week 5 · Lesson A
3. Classify the variable roles
Write, draw, point or dictate as agreed with your teacher.
For this planned test, label each CHANGE, KEEP or MEASURE. Then explain how you would check the ruler zero.
| Possible variable | Role in this test |
| Run-out surface | |
| Stopping distance | |
| Ramp height | |
| Which trolley | |
| Release method |
PUPIL TASK / Autumn 1 · Week 5 · Lesson A
4. Sort and repair method claims
Write, draw, point or dictate as agreed with your teacher.
Use FAIR, NOT FAIR, NOT SCIENCE or NOT A UNIT. Explain one correction. A single good feature does not prove the whole test is fair.
| Claim | Category / correction |
| Same ramp height; different surfaces | |
| Different ramp heights AND surfaces | |
| Three repeats per surface | |
| Ignore a result you dislike | |
| Measure in 'about a ruler' |
PUPIL TASK / Autumn 1 · Week 5 · Lesson A
5. Keep the evidence and the plan
Write, draw, point or dictate as agreed with your teacher.
Trial 3 unexpectedly travels farther. What should happen to its value? What would you note if someone saw an extra push? Complete your planning sentence ready for Tuesday.
The unexpected value should ___.
A known method concern should ___.
I will change ___, keep ___ and ___ the same, and measure ___ in ___.
CHOOSE A RESPONSE ROUTE
Ways to show your understanding
Choose the route agreed with your teacher. You do not need to complete every route.
Supported
Point to CHANGE/KEEP/MEASURE labels and dictate choices. Use one control at a time, with adult checking the zero.
Standard
Complete the plan and explain why two changed variables make the cause uncertain. Sort claims and correct one method issue.
Stretch
Distinguish an unexpected observation from a witnessed method mistake. Explain why repeats and a mean cannot repair an unfair comparison.
Stop here on Monday. Keep your plan for Tuesday's 32-minute workshop, 4-minute feedback and 4-minute exit.
Source: Science_Teesside/Teaching_Packs/GROW/lessons/W5A/GROW_Science_Autumn1_W5A_Fair_Test_Pupil.docx