APP task 16 level ladder

1. Task 16 Mars rocks 1 – Level ladder Levels 3–5
You can assess yourself on three strands: AF1, AF2 and AF3.
AF1 AF2 AF3
Thinking scientifically Understanding the Communicating and
applications and collaborating in science
implications of science
3 To reach this level I could To reach this level I could To reach this level I could
have: have: have:
a described one difference in a explained the purposes of a presented information about
the way that sedimentary and having astronauts visit Mars. different kinds of rock in more
igneous rocks are formed. than one way, such as a table
b explained that all life that we
and a chart.
b used ideas about how water know needs water, which is
can create gullies to explain why scientists are interested to b used scientific words when
why scientists think that Mars find out if there has ever been explaining simple scientific
may once have had a lot of water on Mars. ideas, e.g. weathering,
water on its surface. sedimentary.
c said whether exploring
c suggested a simple model space has affected my life, e.g. c explained why it was useful
to show how rivers can make whether I take an interest in to work on this task in a group.
patterns in the surface of sand news reports about space, or
or mud. belong to a telescope club or
use products that were
d use scientific evidence to
originally invented to help
answer the question ‘Was there
explore space.
ever water on Mars?’
AF1 AF2 AF3
Thinking scientifically Understanding the Communicating and
applications and collaborating in science
implications of science
4 To reach this level I could To reach this level I could To reach this level I could
have: have: have:
a used ideas about physical a described some advantages a chosen a good way to
and chemical changes to and disadvantages of sending present data about different
describe how weathering astronauts to Mars, e.g. kinds of rocks so that quick
happens or how igneous rocks possibility of discovering new comparisons can be made.
form. useful minerals, developments
b used scientific words and
in technology that we could find
b described the way different ideas correctly when explaining
other uses for on Earth, cost,
crystal sizes form in igneous simple scientific ideas, e.g.
risk to life.
rocks using a simple model weathering, erosion, igneous,
such as a solution evaporating b pointed out ways in which metamorphic.
quickly or slowly. knowledge about the rock cycle
c used standard ways of
on Earth is being used to find
c agreed or disagreed with presenting certain types of
out about Mars.
the idea that Mars once had information, e.g. putting units
flowing water on its surface c listed some of the scientific after measurements, using
using scientific evidence from knowledge needed by shorthand ways of writing units
photographs. astronauts on Mars or by the (optional).
engineers who design and built
spacecraft.
© Pearson Education Ltd 2009. KS3 Science Assessing Pupils’ Progress
This document may have been altered from the original 1/2

2. Task 16 Mars rocks 1 – Level ladder Levels 3–5
AF1 AF2 AF3
Thinking scientifically Understanding the Communicating and
applications and collaborating in science
implications of science
5 To reach this level I could To reach this level I could To reach this level I could
have: have: have:
a described how sedimentary a described some of the a used scientific evidence to
rocks are formed through opinions that people have support or object to an
weathering, erosion, transport, about whether exploring the argument, such as saying that
deposition, compaction and other planets is a good idea or the similarity between gullies
sedimentation. a bad idea. on Mars and gullies on Earth
formed by water shows that it is
b used a model such as b pointed out how the
likely that water once flowed on
baking a cake to explain how development of new space
Mars.
metamorphic rocks are formed, programs can affect other
or a different model to explain people, e.g. those living near b decided on the best way to
any other part of the rock cycle. where rocket launch sites are present data, e.g. knowing
built. when to use a bar chart and
c pointed out that scientists
when to use a line graph
do not yet know how much c pointed out some reasons
(optional).
water existed on the surface of why people may think that
Mars, or when. exploration of other planets c used scientific and
should or should not go ahead. mathematical words correctly
d pointed out how scientists
Reasons for exploring could when talking about things that I
have used evidence to develop
include finding new, valuable cannot see directly, e.g.
theories about the existence of
minerals or other research, or explaining what happens to
flowing water on Mars in the
finding out more about how our minerals when metamorphic
past, such as comparing the
Solar System formed. Reasons rocks are formed, or explaining
appearance of the gullies with
against exploring could include other aspects of the rock cycle
similar features on Earth known
the possibility of contaminating that happen within the Earth.
to be caused by water or by
other planets or killing any life
glaciers or earthquakes, or by d explained why better
that may already be there.
looking for other evidence to evidence can be collected
support the idea that there was d described how a scientific when people work together,
once flowing water on Mars. theory is being used in a such as geology experts on
certain process (optional). Earth advising astronauts about
where to go to take rock
samples, or experts in erosion
working with experts in
minerals to look for evidence of
water on Mars.
© Pearson Education Ltd 2009. KS3 Science Assessing Pupils’ Progress
This document may have been altered from the original 2/2