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conclusion
A conclusion relates evidence to the question.
Class 7 · English Medium · Pearson Edexcel · General science
Pearson Lower Secondary Science qualification specification, Issue 2 November 2024 · Chapter companion part
Year 7 · Calculations, patterns and conclusions
Build Year 7 enquiry skills: calculations, patterns and conclusions, 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 conclusion states what the evidence supports about the question. A prediction was written beforehand; the conclusion is written after comparing it with observations. Quote relevant measurements and units, describe their pattern, and say whether they support or conflict with the prediction. A result that conflicts with a prediction is still useful evidence.
Calculate and explain the result
A difference is found by subtraction. A mean is the total of the readings divided by how many readings there are; it summarises their average level. A range is the largest reading minus the smallest; it describes their spread. These summaries help describe the supplied results but cannot by themselves prove a method accurate or a cause established.
Compare with evidence
A comparative statement names what changes and by how much, using the same units. As input increased, output increased describes a direction, not necessarily a proportional rule. Doubling an input only demonstrates a doubling relationship if the supplied outputs also support it. Keep the claim within the values and conditions actually tested.
Explain without overclaiming
Use the scientific mechanism relevant to the model to explain a pattern. Two quantities changing together is an association; it does not alone establish that one caused the other. Check controlled conditions and possible other explanations. Separate a data-supported observation, a plausible explanation and a further prediction.
Read the supplied ramp evidence
The fictional ramp table pairs heights of 2, 4 and 6 cm with travel distances of 20, 35 and 45 cm. Distance increased across those heights, supporting a prediction of farther travel within the stated conditions. The evidence does not describe every possible height, car or surface.
Use a numerical comparison
From height 2 to 4 cm, distance increased by 15 cm: 35 − 20. From 4 to 6 cm, it increased by 10 cm: 45 − 35. Doubling height from 2 to 4 cm did not double distance from 20 to 40 cm, so this table does not support a simple proportional rule.
Summarise supplied repeats
At one model setting the readings are 34, 35 and 36 cm. The mean is (34 + 35 + 36) ÷ 3 = 35 cm, describing their average level. The range is 36 − 34 = 2 cm, describing the spread of these readings. A narrow spread does not check whether the instrument or start point was correct.
Explain the pattern carefully
A greater start height can make more gravitational energy available for motion under these conditions. Energy losses and surfaces also affect the stopping distance. The mechanism is a possible explanation linked to the model; more evidence and controlled conditions are needed before extending the claim to different situations.
Worked example
The supplied 2→4 cm height change produced a 20→35 cm distance change: 15 cm farther. This supports an increasing pattern but not a doubling rule. The conclusion should name both the pattern and its limits.
- 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
An increasing pattern is not automatically proportional: the supplied doubling comparison is 20→35, not 20→40.
A repeat summary
For 34,35,36 cm, mean 35 cm describes the centre and range 2 cm describes spread. Neither verifies the measuring instrument.
A careful claim
Use within these supplied conditions rather than a promise about all possible cars or heights.
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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trend
A trend summarises the pattern; it does not prove a cause.
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mean
The mean summarises the average level.
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range
The range describes the spread of the supplied readings.
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15
35 − 20 = 15 cm farther.
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10
45 − 35 = 10 cm.
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35
Their total is 105 cm; dividing by three readings gives a mean of 35 cm.
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2
36 − 34 = 2 cm describes their spread.
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40
2 × 20 = 40 cm; the supplied 35 cm result differs from this doubling model.
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105
34 + 35 + 36 = 105 cm before calculating the mean.
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Distance increased from 20 to 45 cm as height increased from 2 to 6 cm in this model, supporting the predicted increasing pattern over that range.
Name the question, values, pattern and scope.
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At height 4 cm the 35 cm distance is larger than 20 cm at 2 cm height, but it is not double.
Use the supplied comparison, not a bare claim.
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The recorded distances increase, so the prediction is not supported by this supplied table.
Do not rewrite the measurements to agree with the prediction.
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The mean is the average level of the three supplied readings; the range is their 2 cm spread. They do not establish instrument accuracy or universal behaviour.
Define both quantities and keep the limit explicit.
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A higher start can provide more gravitational energy for motion, though friction and other conditions affect the final distance.
Link the idea to the trend while acknowledging losses and conditions.
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Only one model car, surface and limited heights are represented; other situations were not tested.
Identify the untested changes.
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At height 4 cm, the model distance is 35 cm, which is 15 cm farther than at height 2 cm.
Replace an undefined judgement with quantities and units.
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The distance readings increased across the stated heights; extra gravitational energy is a proposed reason under the model conditions.
A pattern and its explanation are related but different statements.
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State the inconsistency, avoid a firm universal trend and explain that checking or further evidence is needed.
Uncertainty should remain visible in the words.
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Surface effects could contribute to the distance change, so the evidence cannot isolate height as the cause.
Name the competing influence and a useful control.
Enquiry notebook challenge
Write a ramp conclusion, show a mean and range calculation, then separate the observed trend from a possible mechanism.
Review with a guardian or teacher
- Use values and units in each comparison.
- Explain the meaning and limits of each calculated summary.
- Compare the prediction with evidence and avoid unsupported universal or causal claims.
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 45. 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.
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