Science Investigation Skills — Open Awards End-Point Assessment Applied Science Revision

    This subtopic develops foundational skills for planning, executing, and reviewing simple science investigations. Learners at Entry 2 level learn to frame t

    Topic Synopsis

    This subtopic develops foundational skills for planning, executing, and reviewing simple science investigations. Learners at Entry 2 level learn to frame testable questions, select basic equipment, identify obvious hazards, and follow clear safety procedures. These practical skills are directly applicable to everyday problem-solving and form essential groundwork for further study in science.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Science Investigation Skills

    OPEN AWARDS
    vocational

    This subtopic develops foundational skills for planning, executing, and reviewing simple science investigations. Learners at Entry 2 level learn to frame testable questions, select basic equipment, identify obvious hazards, and follow clear safety procedures. These practical skills are directly applicable to everyday problem-solving and form essential groundwork for further study in science.

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    Learning Outcomes
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    Assessment Guidance
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    Key Skills
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    Key Terms
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    Assessment Criteria

    Assessment criteria

    Open Awards Entry Level Award in Science (Entry 2) (RQF)

    Topic Overview

    The Open Awards Entry Level Award in Science (Entry 2) (RQF) is a foundational qualification designed to introduce students to key scientific concepts and skills. It covers basic principles from biology, chemistry, and physics, helping learners develop an understanding of the world around them. This award is ideal for students who are building confidence in science and preparing for further study at higher levels.

    The course is structured around practical, hands-on activities that make science accessible and engaging. Topics include living things and their environments, materials and their properties, and forces and energy. By the end of the award, students will be able to carry out simple investigations, record observations, and communicate their findings clearly.

    This qualification is part of the wider Applied Science curriculum and provides a stepping stone to Entry 3 or Level 1 qualifications. It emphasizes real-world applications, such as understanding how to keep healthy, why materials are chosen for different jobs, and how forces affect everyday objects. This makes science relevant and useful beyond the classroom.

    Key Concepts

    Core ideas you must understand for this topic

    • →Living things need food, water, air, and shelter to survive; they grow, reproduce, and respond to their environment.
    • →Materials have different properties (e.g., hard, soft, waterproof, magnetic) that determine their uses.
    • →Forces can change the shape, speed, or direction of an object; examples include pushing, pulling, and gravity.
    • →Energy exists in different forms (e.g., light, sound, heat) and can be transferred from one object to another.
    • →Simple investigations involve asking a question, making a prediction, observing, and recording results.

    Learning Objectives

    What you need to know and understand

    • 1. Know how to plan science investigations 1.1 State the problem to be investigated in the form of a scientific question 1.2 State investigation methods that can be used 2. Be able to plan science investigations 2.1 Identify equipment and resources commonly used for science investigations 2.2 Identify potential risks and hazards from science investigations 2.3 Identify the safety procedures that should be followed to conduct given science investigations 3. Be able to carry out a science investigation 3.1 Select materials and equipment required for given science investigations 3.2 Follow appropriate safety procedures for given science investigations 3.3 Select safety equipment suitable for given science investigations 3.4 Carry out investigations safely 3.5 Follow health and safety procedures and guidelines when conducting science investigations 4. Be able to review a science investigation 4.1 State how the results of given science investigations relate to their purpose 4.2 Present the outcomes from given science investigations 4.3 State what went well during science investigations 4.4 Identify one way in which future science investigations may be improved 4.5 Present findings from given investigations

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for clearly stating a scientific question that is relevant to the given problem and can be investigated using simple methods.
    • Look for accurate identification of at least two pieces of equipment/resources needed for a specified investigation, with a basic reason for each.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Always explicitly link safety equipment to the identified hazard: e.g., 'Wear goggles because we are using liquids that might splash.'
    • 💡When reviewing an investigation, use simple 'I noticed...' statements to present outcomes, and directly compare them to the original question to show relation.
    • 💡Use correct scientific vocabulary, such as 'property' instead of 'what it's like', and 'force' instead of 'push or pull'. This shows understanding and gains marks.
    • 💡When describing an investigation, always include the aim, what you changed (independent variable), what you measured (dependent variable), and what you kept the same (control variables).
    • 💡Draw simple diagrams or tables to present your results clearly. Even at Entry 2, neat, labeled diagrams can help explain your observations.

    Common Mistakes

    Common errors to avoid in your coursework

    • Formulating a scientific question that is too broad or not testable (e.g., 'Why is the sky blue?' instead of 'What happens to water when it is heated?').
    • Listing hazards without linking them to the specific safety procedures, such as stating 'electricity' as a hazard but not mentioning 'keep water away'.
    • Misconception: All metals are magnetic. Correction: Only some metals, like iron, nickel, and cobalt, are magnetic; others like aluminum and copper are not.
    • Misconception: Plants do not need food because they make their own. Correction: Plants need light, water, and carbon dioxide to make food through photosynthesis, but they also need minerals from the soil.
    • Misconception: Heavier objects always fall faster. Correction: In the absence of air resistance, all objects fall at the same rate due to gravity; a feather and a hammer fall together on the Moon.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic literacy and numeracy skills (e.g., reading simple instructions, counting, measuring with a ruler).
    • •Familiarity with everyday objects and materials (e.g., knowing what wood, plastic, and metal look like).
    • •An awareness of the natural world, such as common animals and plants.

    Key Terminology

    Essential terms to know

    • 1. Know how to plan science investigations 1.1 State the problem to be investigated in the form of a scientific question 1.2 State investigation methods that can be used 2. Be able to plan science investigations 2.1 Identify equipment and resources commonly used for science investigations 2.2 Identify potential risks and hazards from science investigations 2.3 Identify the safety procedures that should be followed to conduct given science investigations 3. Be able to carry out a science investigation 3.1 Select materials and equipment required for given science investigations 3.2 Follow appropriate safety procedures for given science investigations 3.3 Select safety equipment suitable for given science investigations 3.4 Carry out investigations safely 3.5 Follow health and safety procedures and guidelines when conducting science investigations 4. Be able to review a science investigation 4.1 State how the results of given science investigations relate to their purpose 4.2 Present the outcomes from given science investigations 4.3 State what went well during science investigations 4.4 Identify one way in which future science investigations may be improved 4.5 Present findings from given investigations

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