Task 1
Repair this plan: “Use a large square of towel A and a small square of towel B. Give A more water and wait longer. Decide which absorbs more.” Write a fair question, three controls and an outcome to measure.
AC9S4I02 • Homework
Planning Fair and Safe Investigations worksheet
Complete eight independent written and practical inquiry tasks. An adult checks the actual work.
Open practiceEight inquiry tasks
Use paper for plans, diagrams and records. Ask an adult before any practical work; paper planning is always available.
Task 2
Write numbered instructions for a safe comparison of two surfaces using the same toy car and a low ramp. Include a release line, distance reference, repeats and what to do if the car leaves the ramp.
Task 3
Complete a shoe-friction planning card: question, prediction, tool, changed factor, three conditions to keep the same, when to read the meter and two safety checks. Do not carry out the test without adult approval.
Task 4
A magnetic sorting game should move a teacher-approved steel token through a short cardboard maze. Sketch a first version, predict which force moves the token, and plan three trials with a fixed starting point and success criterion. Adults decide whether equipment is suitable.
Task 5
For a paper food-chain model, use eight plant tokens, six herbivore cards and two predator cards. Each herbivore needs one plant token; each predator needs two fed herbivore cards. Predict what changes with only four plant tokens. Draw a results table for three runs of each condition and explain how to reset.
Task 6
Write a safe observation plan for a teacher-supervised garden visit. Include a site boundary, use of one observation tool, treatment of unknown organisms and a hygiene step.
Task 7
A pilot test shows that a paper ball always rolls beyond the end of the short measuring area. Describe one safe revision, what prediction you would make and how to keep the later comparison fair.
Task 8
Create a two-column safety card for a classroom investigation: list three specific hazards on the left and matching controls on the right. Include correct protective-gear use, an equipment check and a biological-specimen precaution.
Answers and adult review checks
Task 1
Answer: Compare brands using equal sample areas, the same starting water volume and contact time; measure water absorbed using the same method and units.
Inspect the corrected question, three relevant controls and measurable outcome; changing recorded results is not a repair.
Task 2
Answer: Release without pushing from the same line, measure from the ramp end using the same tool, reset and repeat each surface, and stop to improve an unsafe or unsuitable setup.
Check the method can be followed without missing context and controls the car, start and ramp; do not ask students to catch falling objects.
Task 3
Answer: Compare steady sliding force for shoes on the same floor with equal total shoe-plus-load mass and consistent pulling method; adult checks meter range and secures loads.
Inspect all planning fields, a consistent reading stage and specific controls. A planned test must not be reported as conducted.
Task 4
Answer: Magnetic attraction can move a suitable steel token using a large magnet; keep token, maze and start consistent, define success and record three actual trials if approved.
Inspect an annotated prototype plan, correct force, consistent procedure and fixed criterion. No small loose magnets, mouths or sensitive-device testing.
Task 5
Answer: Eight tokens can feed six herbivores; four can feed four. Under the stated rule, both conditions can supply two predators. Reset all cards and plant tokens before every run.
Check prediction distinguishes herbivore change from unchanged predator capacity in this model; table needs six runs and separate fed-herbivore and fed-predator columns. Do not invent practical results.
Task 6
Answer: Stay in the agreed area, use an approved hand lens or other familiar tool as directed, observe unknown organisms without handling or tasting, and follow handwashing guidance afterwards.
Require all four details connected to the visit; accept equivalent specific teacher-approved controls.
Task 7
Answer: Use an adult-approved larger safe measuring area or reduce the start consistently; predict that outcomes can now be recorded, document the revision and apply it equally to comparison conditions.
Inspect a feasible change, stated reason and equal use of the revised method; avoid mixing unlabelled old and new conditions.
Task 8
Answer: For example, splash risk → correctly fitted required eyewear and safe pouring; damaged meter → stop and ask adult; unknown specimen → approved image or sealed display and hygiene guidance.
Check three specific matching pairs. Gear must be used correctly and does not replace other controls; “be careful” alone is insufficient.