The Geology Practical Endorsement and Specified - PowerPoint Presentation

1. The Geology Practical Endorsement and Specified Practicals

2. 20 Specified Practical (SP) Activities have been designed in order for learners to:meet the 13 practical technique requirements (see specification p.62-65) laid down by DfE demonstrate that they can consistently and routinely exhibit the competencies 1-5 of the CPACprepare for the demands of the written examsThe 20 Specified Practicals

3. The 13 practical techniques are listed as A-M at the bottom of the CPAC links document.The CPAC links document maps the 13 techniques against each practical, and suggests possible CPACs which may be fulfilled in each practical. Teachers can use the SPs to fulfil the CPACs as they choose.The 13 practical techniques

4. CPAC links document

5. CPAC links document

6. CPAC links document

7. Although practical endorsement is only awarded with the A level qualification it is still necessary for learners completing the AS qualification to complete the specified practicals relevant to the AS qualification. 19 of the 20 Specified Practical (SP) Activities designed for the practical endorsement occur as practical activities in the AS specification, and so learners entered for the AS exams will need to be familiar with these activities. The 20 Specified Practicals: For AS or A level learners?

8. This means that learners entered for the AS exams will need to undertake most of the specified practicals even if they do not intend to progress to A level. We strongly advise that centres record the performance of all students towards practical endorsement in the first year of study, even if they declare that they only intend to complete the AS level. Learners sometimes change their minds at the end of the first year!The 20 Specified Practicals: For AS or A level learners?

9.  Fulfilling CPAC 1Following written instructionsCPAC 1 may be fulfilled whenever written instructions are provided for a practical activity. This may be useful particularly in the early stages of the A level course

10.  Fulfilling CPAC 2Applying investigative approachesCPAC 2 cannot be fulfilled at the same time as CPAC 1. They are mutually exclusive. It may involve providing learners with a range of “material” for use in an investigation, such as rock samples, photomicrographs without instructions as to how the “material” might be used.

11.  Fulfilling CPAC 2Applying investigative approachesTeachers may wish to have learners complete a written plan for an experiment/investigation which may include a risk assessment similar to the structure of a GL6 plan from the WJEC specification (See General student practical guidance). This is not compulsory but may be good practice.

12.  Fulfilling CPAC 3Safely uses a range of practical equipment and materialsCPAC 3 may be fulfilled in any potentially hazardous fieldwork activity i.e. at localities which may be hazardous in order to undertake rock descriptions, graphic logs, dip and strike measurements.It may also be fulfilled in SP20 in the classroom/lab where boiling water is involved. Other lab based activities which are essentially non-hazardous such as density measurements and mineral testing cannot fulfil CPAC 3.

13.  Fulfilling CPAC 4Makes and records observations The General student practical guidance gives some indications of the standards that are expected in order to fulfil CPAC 4 in terms of: tables of results recordings in a field notebook scientific drawings/field sketches rock descriptions (from photomicrographs or hand specimens)Remember, the processing of data is not included in CPAC 4.

14.  Fulfilling CPAC 5Researches, references and reportsIn order to fulfil CPAC 5 learners do not need to produce the equivalent of a GL6 “analysis, conclusion and evaluation”.Teachers may choose to have learners produce reports of varying lengths to suit the investigation being carried out.

15.  Combining specified practicals for investigationsTeachers may wish to set up a field based investigation which incorporates a number of SPs.e.g. A field investigation into the environment(s) of deposition of a sequence of sedimentary rocks could involve all of: SP4 (drawing of rock samples)SP5 (sedimentary rock description)SP6 (graphic logging)SP14 (field sketches)SP15 (dip and strike measurements of current bedding)SP17 (scaled, annotated, scientific drawings of fossils)i.e. 6 of the 20 SPs in one investigation

16.  Combining specified practicals for investigationse.g. An investigation involving measurement of fold limbs and fault features along a length of coastline in order to determine the cause and effects of deformation of metamorphic/metasedimentary rocks could involve all of: SP10 (metamorphic rock description)SP12 (location of geological features onto a base map)SP13 (location of geological features in the field/6 fig GR)SP14 (field sketches)SP15 (dip and strike measurements)i.e. 5 of the 20 SPs in one investigation

17.  Combining specified practicals for investigationse.g. Teachers may wish to set up a lab based investigation similar in style to the WJEC GCSE Geology Virtual Fieldwork option) using:maps (e.g. from past GL2a papers), rock samples, fossils, photomicrographs, photographs which could fulfilSP4, SP5, SP7, SP8, SP9, SP10, SP11, SP17, ie rock descriptions, photomicrograph use, rock/ fossil drawing.This would hit CPAC 2 if it were an open-ended investigation along the lines of “use all the information to determine the geological history of this area”

18.  Repetition of specified practicals Some SPs will be undertaken only once e.g. SP2 Measurement of the density of minerals or SP20 Contact Metamorphism simulation.By their nature, some SPs such as drawing of rock or fossil samples, field sketching and rock descriptions, are activities that a learner will undertake more than once during the A level course.This is reflected on the “Teacher Record” spreadsheet and “Student Record” sheets where there is space to record these more than once for some SPs if you wish.

19. Note that SP2 can be recorded once but SP4 may be recorded up to three times e.g. once for each of sedimentary, igneous and metamorphic rocks. Repetition of specified practicals Student Record

20. Note again that SP2 can be recorded once but SP4 may be recorded up to three times.Repetition of specified practicals Teacher Record

21. The addition of further practical activities In addition to the required SPs teachers can add further practical activities which they may also choose to add to the practical endorsement. This is to be encouraged and allows teachers the freedom to continue to use their “favourite” practical activities which “work well”, or to develop new ones.If the teacher wishes these to contribute to the practical endorsement the teacher and student can record these on the Teacher Record spreadsheet and the Student Record respectively and would need to determine which CPACs and which practical techniques A-M are fulfilled.

22. The Fieldwork Statement: Not requiredLearners are required to have undertaken 4 days in the field for the A level qualification, and 2 for the AS level (and GCSE).The specifications state that each centre must provide details of their fieldwork on a Fieldwork Statement. This is no longer a requirement at GCSE, AS or A level.Instead the fieldwork requirement will be authenticated by a centre in the Annual Head of Centre Declaration in line with current practice for the practical requirements in other science qualifications.

23. It is recommended that learners are already familiar with the techniques for mineral identification, having mastered these on a few of the minerals in the specification. A selection (e.g. 4) of “new minerals” on the Mineral Data sheet should be presented, and learners perform the tests, record results in a table, analyse the results and identify each mineral. Learners may account for any discrepancies between published results and their findings.SP1 Investigation of diagnostic properties of minerals: colour, crystal shape, cleavage, fracture, hardness, relative density, streak, lustre, reaction with cold dilute (0.5 mol dm−3) hydrochloric acid in order to identify minerals

24. SP1 Investigation of diagnostic properties of minerals: colour, crystal shape, cleavage, fracture, hardness, relative density, streak, lustre, reaction with cold dilute (0.5 mol dm−3) hydrochloric acid in order to identify minerals

25. Three techniques for this practical are outlined in the Guidance for Teaching. Each relates to a different method for determining the volume of the specimen.Learners may undertake one or more of the methods on one or more minerals.Learners may account for any discrepancies between published results and their findings.SP2 Measurement of the density of minerals

26. A. Immerse the specimen in the water in the graduated cylinder. Measure how much the water rises (in ml). Record the result. Convert to cm3. (1ml=1cm3); Record the result. B. Place a beaker of water on a balance, zeroing the reading scale. Suspend the specimen on a thin thread and record the balance reading (it is important to suspend the specimen in water and not to let it rest on the bottom of the beaker or touch the sides). This measurement (recorded in grams) can be converted to a volume for the density calculation (1g = 1cm3). C. Where the mineral specimen has a regular shape (e.g. cuboid/rhombic crystals) the volume may be determined directly by measuring the length, width and height of the mineral. SP2 Measurement of the density of minerals

27. Learners should follow a classification system/identification flow chart, and perform tests in order to identify a range of previously unseen minerals. An example of an identification flow chart is given in the Guidance for Teaching but an alternative could be used. Learners could also devise their own identification flow charts, with other learners trying them out to test how effective they are.SP3 Application of classification systems using distinguishing characteristics to identify unknown minerals

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29. It is anticipated that this will be undertaken many times in the classroom and in the field, for igneous, sedimentary and metamorphic rocks. These need not all be submitted in the portfolio of evidence.Learners should be able to produce neat, accurate, scaled drawings with appropriate detailed annotations.May be undertaken as exercises on their own or as part of bigger investigationsSP4 Production of scaled annotated scientific drawings of rock samples from hand samples using a light microscope, or hand lens observation

30. SP4 Production of scaled annotated scientific drawings of rock samples from hand samples using a light microscope, or hand lens observation

31. SP5a Production of full rock description of macro and micro features from hand specimens and unfamiliar field exposures of sedimentary rocks in order to interpret component composition, colour and textures, to identify rock types and to deduce their environment of deposition It is anticipated that this will be undertaken a number of times in the classroom.These need not all be submitted in the portfolio of evidence.May be undertaken as exercises on their own or as part of a bigger investigation.Can fulfil CPAC 2 if learners are not told how to use the specimen in the investigation (also SP5b)

32. SP5b Production of full rock description of macro and micro features from hand specimens and unfamiliar field exposures of sedimentary rocks in order to interpret component composition, colour and textures, to identify rock types and to deduce their environment of deposition It is anticipated that this will be undertaken a number of times in the field.These need not all be submitted in the portfolio of evidence.May be undertaken as exercises on their own or as part of a bigger investigation.

33. SP6 Construction of graphic logs using appropriate scale and symbol sets for unfamiliar geological sequences and exposures to record data relevant to an investigationThis would work well as part of a bigger field investigation into “environment of deposition” incorporating field sketches, rock descriptions and scaled scientific drawing. Guidance for Teaching includes an example and template for graphic logging. Graphic logging may be practised in the classroom

34. SP6 Construction of graphic logs using appropriate scale and symbol sets for unfamiliar geological sequences and exposures to record data relevant to an investigation

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37. SP7 Use of photomicrographs to identify minerals and rock textures of sedimentary rocks in order to identify rock types and to deduce their environment of depositionThis can make use of photomicrographs or drawings of photomicrographs of a range of sedimentary rocks.Sources for images of photomicrographs are given in Guidance for Teaching document.May be undertaken as exercises on their own or as part of a bigger investigation.Can fulfil CPAC 2 if learners are provided with a photomicrograph along with other materials in a bigger investigation into environment of deposition, and not instructed that they should make use of it. Similarly with SP 9 igneous and SP11 metamorphic.

38. SP7 Use of photomicrographs to identify minerals and rock textures of sedimentary rocks in order to identify rock types and to deduce their environment of deposition

39. SP9 Use of photomicrographs to identify minerals and rock textures of igneous rocks in order to identify rock types and to deduce their cooling history

40. SP11 Use of photomicrographs to identify minerals and rock textures of metamorphic rocks in order to identify rock types and to deduce the temperature and pressure conditions of their formation

41. SP8 Production of full rock description of macro and micro features from hand specimens and/or unfamiliar field exposures of igneous rocks in order to interpret component composition, colour and textures, to identify rock type and to deduce their cooling historyIt is anticipated that this will be undertaken a number of times in the classroom and/or in the field. i.e. no requirement to investigate igneous in the field since such sites may not be accessible to all centres.These need not all be submitted in the portfolio.Can fulfil CPAC 2 if learners not told how to use the specimen in the investigation. May be undertaken as exercises on their own or as part of a bigger investigation.Similarly for SP10 for metamorphic rocks.

42. SP12 Location of geological features onto a base map This will need to be undertaken more than once during an investigation in order to fulfil this SP. It would suit a field investigation where readings/observations are made at a series of sites over a distance of perhaps hundreds of metres or more.e.g. an investigation involving a series igneous features, a structural investigation involving recording a series of dip and strike measurements.It must involve the use of traditional navigation and basic field survey skills but without the use of GPS. Guidance for teaching has notes on the use of a compass.

43. SP12 Location of geological features onto a base map

44. SP12 Location of geological features onto a base map

45. SP12 Location of geological features onto a base map

46. SP13 Identification of the location of geological features in the field using six figure grid references on mapsThis will need to be undertaken more than once during an investigation in order to fulfil this SP. Learners should be able to locate geological features in the field using given grid references on a map. i.e.a. find their way to geological features using grid references and a map or b. give grid references for field locations.This would suit a field investigation where readings/observations are made at a series of sites over a distance of perhaps hundreds of metres.

47. SP14 Production of scaled, annotated field sketches at unfamiliar field exposures to record data relevant to an investigationLearners should be trained in the production of neat, accurate, scaled field sketches with appropriate orientation, title and detailed annotations. Learners should be able to routinely draw a high standard of field sketches.This can fulfil CPAC 2 if it forms part of an investigation where a learner has initiated the idea of producing a relevant field sketch(es).

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50. SP15 Measurement of dip and strike elements: dip angle, dip and strike directions of planar surfaces, relevant to an investigationLearners should be trained in the measurement of dip and strike of planar surfaces. See Guidance for Teaching notes.Learners should record the data in the following way. Strike direction (3 digits)/Dip angle (2 digits)/Dip direction (a compass direction) e.g. 188/42/EThis will need to be undertaken more than once during an investigation in order to fulfil this SP.

51. SP15 Measurement of dip and strike elements: dip angle, dip and strike directions of planar surfaces, relevant to an investigation

52. SP16 Application of classification systems using distinguishing characteristics to identify unknown fossilsLearners should devise their own identification flow charts using fossils or photographs of a range of examples within individual fossil groups. The flowcharts are then used by other learners to identify a range of fossils within one fossil group.The flow charts should make use of variations in the stated hard parts or additional hard parts for fossil groups listed in the specification.

53. SP16 Application of classification systems using distinguishing characteristics to identify unknown fossilse.g. A range (4 or 5) brachiopod specimens could be identified using variation in shell shape, symmetry, features of pedicle or brachial valves, the presence or absence of a foramen and relative length and shape of the hinge line.

54. SP16 Application of classification systems using distinguishing characteristics to identify unknown fossilse.g. A range of trilobites could be identified from photographs using a flow chart which makes use of variation in the cephalon, thorax, pygidium, glabella, eyes, genal spines, thoracic spines, number of segments etc A series of photographs are included in the Guidance for Teaching for this exercise. Others could be used.

55. SP16 Application of classification systems using distinguishing characteristics to identify unknown fossils

56. SP17 Production of scaled, annotated scientific drawings of fossils, using a light microscope, or hand lens observationIt is anticipated that this will be undertaken a number of times in the classroom.These need not all be submitted in the portfolio of evidence.Guidance as to what will be expected in a good drawing of a fossil is given in the Guidance for Teaching document.This may be used to fulfil CPAC 5 if it leads on to a justified fossil identification using published sources

57. SP18 Measurement of densities of representative samples of Earth layers (e.g. granite, basalt) This can fulfil CPAC 2 if learners are not instructed how to undertake this practical activity.It would be best if granite, basalt and peridotite were all available.Learners should: plan their method design their own data tablescalculate the density of their rock samplescompare their density values with published resultsdiscuss possible reasons for any discrepancies found with published results.

58. SP18 Measurement of densities of representative samples of Earth layers (e.g. granite, basalt) “Satsuma” Earth

59. SP19 Investigation of the relationships between earthquake data (focal depth, magnitude and distance from plate boundaries) using data on Google EarthTM Full instructions on how to carry out this investigation are given in the Guidance for Teaching.Learners should become familiar with the techniques involved in this SP, and then design their own investigation, making a choice of plate boundary, timescale and which relationship(s) of earthquake data they wish to study.Learners should then gather their data, present and analyse their findings, draw conclusions and critically evaluate their data collection and analysis.

60. SP19 Investigation of the relationships between earthquake data (focal depth, magnitude and distance from plate boundaries) using data on Google EarthTM

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62. SP20 Investigation of contact metamorphism using the Metamorphic Aureole simulation experimentFull instructions on how to carry out this investigation are given in the Guidance for Teaching.Learners may work through the simulation prior to undertaking their own practical activityLearners may work in groups if there is insufficient apparatus to enable individual work.This could fulfil CPAC 2 if learners design their own method. Learners should then gather their data, present and analyse their findings, draw conclusions and critically evaluate their data collection.

63. SP20 Investigation of contact metamorphism using the Metamorphic Aureole simulation experiment

64. Practical Endorsement documents on the websiteA level Practical Endorsement Monitoring Letter: Cross board information on the Practical Endorsement for all GCE sciencesCPAC links: Links each SP to the CPACs which may be fulfilled and the 13 practical techniques which are coveredGeneral student practical guidance: Some guidance and suggestions to successfully complete the practical endorsementPractical Endorsement FAQs

65. Practical Endorsement documents on the websiteStudent record for the practical endorsementTeacher record for the practical endorsement (spreadsheet)Teacher/Technician Guidance for the Specified Practicals Notes to support each SP, taken from the A level Guidance for Teaching notesThe Practical Endorsement Standard: Expectations for fulfilling each CPAC

66. Any Questions?