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independent
The independent variable is deliberately changed.
Class 7 · English Medium · Pearson Edexcel · General science
Pearson Lower Secondary Science qualification specification, Issue 2 November 2024 · Chapter companion part
Year 7 · Planning fair tests and recognising risks
Build Year 7 enquiry skills: planning fair tests and recognising risks, using supplied data and your own reasoning.
Original Year 7 practice for shared Pearson Year 7–9 scientific enquiry objectives. The Class 7 Edexcel course slot provides access; confirm programme-year placement with a teacher. This is selected companion practice, not full national, Cambridge or Pearson programme coverage.
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Learn the idea
A method explains how evidence will be obtained: what changes, what is measured, what stays alike and how observations are recorded. Select equipment for the quantity and useful measurement range, rather than because it looks scientific. Online practice can use the supplied simulation data without handling equipment.
Name the variables
The independent variable is the factor deliberately changed in this simple test. The dependent variable is the measured outcome. Controlled variables are other relevant conditions kept alike. Changing one factor at a time helps this comparison, but not every kind of scientific investigation is a one-factor experiment.
Repeats and unusual results
Repeated measurements help reveal how much results vary. An anomalous result is one that stands apart from the other results or pattern; it is a reason to inspect the method and consider more evidence. Keep it in the original record. Do not erase it just to make a prediction or graph look better.
Hazard and risk are different
A hazard is something with the potential to cause harm. Risk concerns how likely harm is and how serious it could be in the actual situation. Acute toxicity means harm from short exposure; irritant materials can irritate skin, eyes or airways as described by their labels. Recognise the five study pictograms, read the full label and follow teacher instructions; a missing icon does not prove a material safe.
Plan the ramp comparison
In this supplied ramp model, change starting height, measure stopping distance, and keep the car, release method, ramp surface and floor alike. Use the same measuring start point. A ruler or tape in centimetres suits distance; a balance does not measure how far the car travelled. Use the supplied data rather than building a ramp here.
Choose repeats and records
For a model height, three supplied distances are 20, 21 and 20 cm. Another set, 20, 41 and 21 cm, contains a result that stands apart. Keep all readings, inspect the method and consider another supplied repeat. Three results are an example for learning, not a universal rule that every investigation requires exactly three.
Read the five hazard clues
A flame pictogram warns about flammability; skull/crossbones signals serious acute toxicity; corrosion indicates severe skin/eye damage or attack on metals. An exclamation mark can indicate irritant/harmful effects. A dead tree/fish warns about environmental, particularly aquatic, harm. These study sketches do not replace a complete product label or teacher risk assessment.
Choose controls that remove exposure
This online lesson uses pictures and supplied measurements. Do not handle chemicals, flames or broken glass to test a hazard symbol. A real school activity needs a teacher-approved method and suitable controls, such as appropriate eye protection or fume control where required. Goggles alone do not make any heating or vapour exposure safe.
Worked example
Ramp height is the independent variable; stopping distance is dependent. The same car and surface are controls. A 41 cm value among 20 and 21 cm is an unusual result to investigate, not automatically delete.
- Identify the question, variables and supplied evidence.
- Show calculations with units and distinguish readings from estimates.
- Explain the conclusion, then name a limitation and a useful next step.
Common mistake
A controlled variable is kept alike; it is not the result being measured.
A better repeat decision
An unusual result justifies checking what happened. More identical results do not by themselves verify the instrument.
Risk control
Removing exposure with supplied data is preferable for this online task; real lab controls are chosen by the teacher for the actual substance and method.
Your written practice
Show your working on paper and enter your answer here. If it does not match, compare the model and try again.
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dependent
The dependent variable is the measured response.
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controlled variables
Controls help make this simple comparison informative.
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ruler
A ruler measures a suitable short length; a tape can also suit this distance.
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anomalous result
An unusual result should be investigated and retained in the original record.
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toxic
The skull/crossbones warns of serious acute toxicity.
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flammable
It is a flammability clue; the full label still matters.
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20
41 − 21 = 20 cm, a substantial gap within this small supplied set.
Write in your own words. A guardian or teacher should review this response.
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Change height, measure stopping distance from the same point, hold the car, surfaces and release method alike, and record repeats.
Identify input, response, controls and record method.
Write in your own words. A guardian or teacher should review this response.
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A change in distance could come from the car, height or both, so their effects cannot be separated.
Name the competing explanation rather than only saying unfair.
Write in your own words. A guardian or teacher should review this response.
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Keep it, mark it for investigation, inspect the method and gather further evidence if appropriate.
Do not erase an inconvenient reading without an explained reason.
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Repeats reveal variation or a possible unusual value, but a shared method or instrument problem can affect all readings.
State both a benefit and a limit of repetition.
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The sharp edge can cause harm; the likelihood and seriousness depend on whether and how someone could contact it.
Use a concrete exposure condition and choose not to handle broken glass.
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It shows liquid from tubes damaging a hand/material. Do not open or handle the unknown substance; ask the teacher and use the picture task.
Recognition is not permission to handle the material.
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It can indicate irritant/harmful effects; the full hazard statements and teacher-approved controls are needed.
The icon alone does not describe every hazard or safe procedure.
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It warns of environmental harm, especially to aquatic life; disposal needs the approved procedure, not an improvised drain test.
Use a non-handling picture alternative here.
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Use the supplied temperatures, a paper graph or a simulation instead of physical heating.
The alternative should still answer a stated question from evidence.
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Use the same release method and measuring start point, with the same car and surfaces.
Choose relevant details and explain how each affects comparability.
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The range is inadequate for a single reading. A suitable tape or a carefully specified measuring method would reduce gaps and repositioning problems.
Select an instrument or method suited to the whole distance.
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Show model answer and explanation
Use virtual starting heights as input and supplied travel distances as output; keep the stated model conditions alike and record every reading in a table.
No real ramp, chemical or heating apparatus is needed to demonstrate the plan.
Enquiry notebook challenge
Make a variable/control table, retain an unusual supplied result and annotate the five hazard study symbols without handling materials.
Review with a guardian or teacher
- Match measuring tools to quantities and ranges.
- Explain repeats and preserve the original record.
- Name a hazard, an exposure risk and a control or paper-only alternative.
Keep your work on paper or in a local file. This page does not upload it or automatically grade the project.
Curriculum companion and further study
This original Kidemy practice is mapped to selected Year 7 objectives in the Pearson Lower Secondary Science qualification specification, Issue 2 November 2024, PDF page 44. This public source does not establish the full programme or a complete textbook chapter list.
Pearson qualification specification and source →
Continue with your teacher and programme materials
- Apply the enquiry skills to further biology, chemistry and physics contexts with a teacher.
- Independent practical assessment and the wider programme objectives remain; supplied model data do not establish hands-on competence.
Teacher-led lessons, schedules and prices for this outline are upcoming. You can use any starter practice above now without booking.
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