LAUNCH · Edexcel GCSE Biology 1BI0 Foundation · Paper 1 · Topic 1 · Week 5
| Key word | What it means |
|---|---|
| analyse | Use the data to find a pattern or a value. |
| evaluate | Judge how good the method or evidence is, and how to improve it. |
| anomaly | A result that does not fit the pattern. |
| isotonic point | The concentration where mass does not change — an estimate of equivalent solute concentration in the tissue. |
| repeat | Doing a concentration again to check reliability. |
Session plan: 40-minute session: Arrival 3; overview 1; I Do 1 4; We Do 1 4; I Do 2 3; We Do 2 4; independent work 15; feedback and next step 3; exit 3. Title orientation is untimed. The optional two-minute evidence check sits inside independent time. Keep extra practice available; use the core question, a contrasting example and a recheck before extending.
Open your Osmosis Practical record. Check sample labels, actual initial/final masses, exposure times and who collected each reading. If staff collected a live setup’s endpoint after the previous lesson, label those readings as staff-collected. Do not leave samples soaking until this lesson just because it is next on the timetable. If a value is missing, keep it pending and use an identified supplied record for today’s analysis.
Today’s 15 minutes: 3 to check provenance and complete a calculation; 7 to plot the assigned points and read only what the graph supports; 2 to check evidence with an adult or partner; 3 to write, dictate or annotate a strength, a limitation and an improvement. Keep unfinished analysis for completion with your adult. No new incubation or sample preparation is scheduled in this session.
Name: ____________________ Tier ringed by adult: ◆ Supported ▲ Standard ★ Stretch Date:
I can analyse osmosis results with a graph and evaluate the method independently.
On the graph, point to where the line crosses zero percentage change.
What does the point where the line crosses zero tell you about the potato cells?
The line crosses zero at 0.3 mol/dm³. Explain what that value represents.
'It went well.' → ______________________________
'Blotting varied, so masses were not fair; blot each the same way.' → ______________________________
'Repeat each concentration three times for reliability.' → ______________________________
'I deleted the odd result.' → ______________________________
'The controls were kept the same, which was good.' → ______________________________
'It was a fun experiment.' → ______________________________
Example evaluation of the supplied model graph, not a claim about your class result: its line crosses zero at about 0.3 mol/dm³, giving the example zero-change estimate. If blotting was inconsistent, that could affect the measured masses; consistent blotting and repeats would address that limitation. Use the method record before claiming this happened in your investigation.
Show-me lesson: you plot the class data, read the zero-crossing, and write a two-line evaluation — one strength, one limitation, one improvement. Mark your OWN evaluation against the board: did you give both sides and a fix? Tick each. Method, never a grade.
analyse, evaluate, anomaly, isotonic point, repeat
Show-me lesson: you plot the class data, read the zero-crossing, and write a two-line evaluation — one strength, one limitation, one improvement. Mark your OWN evaluation against the board: did you give both sides and a fix? Tick each. Method, never a grade.
analyse, evaluate, anomaly, isotonic point, repeat
Show-me lesson: you plot the class data, read the zero-crossing, and write a two-line evaluation — one strength, one limitation, one improvement. Mark your OWN evaluation against the board: did you give both sides and a fix? Tick each. Method, never a grade.
analyse, evaluate, anomaly, isotonic point, repeat
Task: Plot four given points, mark the zero-crossing, and complete an evaluation sentence from the word bank.
Task: Plot the class data, read the cell concentration, and write a strength, a limitation and an improvement.
Task: Plot the data, estimate the external no-net-mass-change concentration, identify any anomaly, and write a full evaluation with a justified improvement.
Write one limitation of the osmosis practical and one improvement.
Pearson Edexcel GCSE (9–1) Biology 1BI0 (Foundation, grades 1–5); GCSE Combined Science 1SC0 F where appropriate; AQA UAS science units
Records what was observed, and at which level of independence.
| Pupil | ____________________ |
| Lesson | Master: Analysing the Osmosis Practical — LAUNCH Science · Week 5 |
| Date | ____________________ |
Observed in this lesson
☐ Read the cell concentration from the zero-crossing.
☐ Calculated and plotted percentage change correctly.
☐ Evaluated the method with a strength, a limitation and an improvement.
Assessor comment
Ring the tier the pupil actually worked at
| ◆ Supported | ▲ Standard | ★ Stretch |
Assessor name ______________ Role ____________ Signature ______________ Date ________
Space: Graph work and criticism can feel exposing. Evaluating a method is judging the METHOD, never the person who ran it.
Voice: If you think the class data is unreliable, say why — a reasoned challenge is exactly what evaluate rewards.
Audience: Your graph and evaluation go into the Topic 1 folder with their data source and the practical steps actually completed. Supplied-data analysis does not replace any remaining pupil practical work.
Influence: The class agrees which improvement we would actually make if we ran it again.
Closing the loop: this one ends on paper — your own hand, or your words scribed by an adult. Saying it aloud starts the loop; writing it is what closes it. Pass is always allowed.
What I said, and what it changed:
Keep with your portfolio.
| Pupil name: | Date: |
| WWW (What Went Well): | |
| EBI (Even Better If): | |
| Level worked at: Supported / Standard / Stretch | Evidence filed: Yes / Not yet |
| Pupil response — my next step: | |