Year 9 Science • AC9S9I07 • Authored homework
Argue from Multiple Lines of Evidence
Construct scientific arguments using several lines of evidence, explaining how each piece supports or limits the conclusion. Use precise science language and support longer responses with clear reasoning.
Part A
Short-answer questions
What is a scientific argument?
What is meant by a line of evidence?
Why is more than one source of evidence useful?
What is the difference between evidence and reasoning?
Why should counter-evidence be considered?
What makes evidence relevant to a claim?
How can a graph support an argument?
How can a model support an argument?
What is one limitation of relying on a single data source?
Correct this misconception: “A strong argument is just a confident opinion.”
Part B
Long-answer questions
Construct an argument that body systems help maintain homeostasis using at least two lines of evidence.
Use evidence from atomic models to argue that scientific knowledge changes when new evidence appears.
Build an argument about the carbon cycle using data, a diagram and a real-world example.
Compare two claims about energy efficiency and decide which is better supported by evidence.
Explain how counter-evidence can improve a scientific argument rather than weaken science.
Write a claim-evidence-reasoning response using data from a described investigation.
Evaluate an argument that uses only a personal story and no measured data.
Use multiple pieces of evidence to argue whether a proposed environmental action is scientifically justified.
Create a table listing claim, evidence, reasoning and limitation for a Year 9 science issue.
Write a full scientific argument with claim, at least three evidence points, reasoning, limitation and conclusion.
Part C
Research and understanding task
Research one current science issue and collect at least three different evidence sources. Build a scientific argument that includes claim, evidence, reasoning, limitations and final judgement.